scholarly journals Chasing impact: The tale of three SoTL studies

2020 ◽  
Vol 8 (1) ◽  
pp. 91-107
Author(s):  
Ekaterina Pechenkina
Keyword(s):  
Teaching And Learning ◽  
Evaluation Methodology ◽  
Scholarship Of Teaching ◽  
Innovative Teaching ◽  
What Works ◽  
Shared Goal ◽  
The Impact

This article queries the notion of impact in studies of teaching and learning located within the field of Scholarship of Teaching and Learning (SoTL). Grounded in literature focused on measuring and challenging the impact in SoTL, and primarily on the “what works” question, the author proposes a rubric by which to judge various levels and dimensions of impact achieved in SoTL-focused projects. To operationalize it, the rubric is applied to three completed projects, which while differing in their initial scope and intended outputs were united by a shared goal of improving learning by the means of innovative teaching. By using the rubric to analyze these projects’ outputs, strengths and weaknesses of each project’s design and evaluation methodology are revealed. Diverse levels and dimensions of impact are identified and discussed. The author invites scholars of teaching and learning to use, test, and critique the rubric in the context of their completed or in-progress studies.

Gathering Evidence: The Basics

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Numerical Data ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Starting Point ◽  
Different Types ◽  
Gathering Data

Chapter 4 provides an introduction to gathering data for scholarship of teaching and learning (SoTL) investigations, including the importance of triangulation, that is, collecting several different types of evidence. Examples are given of typical kinds of quantitative (numerical) and qualitative (non-numerical) data that might be used in a SoTL study. That quantitative and qualitative data are more closely related than it might seem at first is discussed. The taxonomy of SoTL questions—What works? What is? What could be?—provides a starting point for considering what type of data to collect. Suggestions are offered for ways to design assignments so that the coursework students produce can also serve as evidence, something that benefits both students and their instructor.

scholarly journals Developing Faculty Communities of Practice to Expand the Use of Effective Pedagogical Techniques

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Mark Hoyert ◽  
Cynthia O'Dell
Keyword(s):  
Student Success ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Retention Rates ◽  
First Year ◽  
Scholarship Of Teaching ◽  
Pedagogical Techniques ◽  
The Impact ◽  
Faculty Group

The scholarship of teaching and learning literature is replete with examples of pedagogical techniques that have been demonstrated to be effective in improving learning, motivation, and student success. The extension of these techniques beyond the original context has tended to be slow, difficult, and incomplete. The following paper examines an intervention designed to encourage the exploration and use of a variety of pedagogical techniques by faculty in a traditional, four-year college faculty within the context of the AASCU Re-imagining the First Year Initiative. Small groups of six to eight faculty, joined and created communities of practice. The groups were known as Pedagogical Interest Groups, or PIGs for short. The faculty read about and analyzed a series of pedagogical techniques and committed to introducing at least one technique into their courses to further explore the techniques. When the techniques were successful, the faculty members redesigned entire classes to expand the impact. The communities of practice were successful in encouraging faculty to explore a wide variety of techniques. The average faculty group explored eight different pedagogical techniques. Faculty were able to use the opportunity to experiment with techniques with the support from their colleagues in their PIG. A dozen techniques were explored across the PIGs and dozens of class sections have been completely redesigned. To date, over 2000 students have experienced redesigned courses. Measures of student success, satisfaction, and interest in those sections have increased. The effort has been accompanied by a robust increase in the campus-wide retention rates. ​

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

scholarly journals The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars

2020 ◽  
Vol 8 (1) ◽  
pp. 76-90
Author(s):  
Nicola Simmons
Keyword(s):  
Teaching And Learning ◽  
Motivation Theory ◽  
Scholarship Of Teaching ◽  
Four Levels ◽  
Postsecondary Teaching ◽  
The Impact

The Scholarship of Teaching and Learning (SoTL) encompasses research on postsecondary teaching and learning across all disciplines. Why do scholars engage in the study of teaching and learning? What supports and challenges do they encounter? What is the impact of SoTL? Using a micro-meso-macro-mega (4M) framework, I explore these questions in interviews with seven SoTL scholars from various disciplines in one institution. Primarily, this article provides a case study illustration of the use of the micro-meso-macro-mega framework to explore SoTL. In addition to exploring participants’ reflections vis-à-vis the four levels, I reflect on possible connections to motivation theory as a lens for themes arising from the participants’ accounts of supports and barriers and the impact of their SoTL work.

scholarly journals Enhancing the Emotional Intelligence of Students: Helping the Critical Few

2019 ◽  
Vol 19 (3) ◽  
Author(s):  
Kara Wolfe
Keyword(s):  
Emotional Intelligence ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Hospitality Management ◽  
Scholarship Of Teaching ◽  
Social Competencies ◽  
The Impact

Research has shown that students’ emotional intelligence (EI) can be enhanced with time intensive instructional methods other studies are inconclusive. I looked at the impact of including short EI lessons in an introductory hospitality management class. Results show that students who started with low EI increased their scores significantly; however, those with medium and high EI did not. More intensive EI lessons may be needed for those who start with higher levels of EI. Scholarship of Teaching and Learning (SoTL) reflections were used and the results of the current study were also compared to other similar studies to identify EI teaching methods among faculty in other disciplines. My recommendations are included for those who want to incorporate EI lessons into their classes to enhance students’ emotional and social competencies.

Evidence: From Surveys

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
Reliability And Validity ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Science Technology ◽  
Course Material ◽  
And Mathematics ◽  
Knowledge Survey

Chapter 5 describes the use of surveys in scholarship of teaching and learning (SoTL) studies. Topics include how to design a survey, the reliability and validity of surveys, and response rates and how to improve them. The chapter also includes a detailed discussion of a special type of survey called a knowledge survey that is used to measure students’ confidence in their knowledge of disciplinary content. Multiple uses for knowledge surveys are described: a means to assess changes in student learning, a way to improve course organization and coordination across multiple sections, and as guide through the course material for students. The importance of a survey being a good match for the type of research question—What works? What is? What could be?—is emphasized. Many examples are given of studies of student learning in science, technology, engineering, and mathematics (STEM) fields that employed surveys.

Delightfully, Difficult Work

2010 ◽  
pp. 169-183
Author(s):  
Karen Weller Swanson
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Scholarship Of Teaching ◽  
Continuous Growth ◽  
Whole Person ◽  
Ways Of Thinking ◽  
Transformational Growth ◽  
The Impact ◽  
Support Students

Many times students enroll in courses with the sole intention of learning new content or skills. While this is a reasonable goal, a longer term vision for students towards one of a transformed individual educates the whole person. Transformation through education has been studied for years (Kegan, 1994; Baxter-Magolda & King, 2004; and Belenky et al., 1986). This chapter is designed to examine the framework that explains the process of the transformational growth of students in becoming self-authoring. This chapter will also discuss the scholarly role that transformation plays for instructors through the Scholarship of Teaching and Learning (SoTL). Both theories have similar requirements for reflection, dialogue with peers and continuous growth. The need to design experiences that explicitly support students to reflect on their assumptions, consider alternative perspectives, develop a content language, and make connections between theory and practice will be discussed. The impact of explicitly making these ideas transparent to students illustrates the importance of modeling and valuing reflective feedback by instructors to enhance the learning process. Ideally, well-designed course dynamically shapes instructors’ thinking about their teaching and students‘ ways of thinking about their learning.

The Practice and the Pressure to Progress

2022 ◽  
pp. 476-494
Author(s):  
Linda Ann Wendling
Keyword(s):  
Teaching And Learning ◽  
Legal Education ◽  
Domino Effect ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Mandatory Training ◽  
Technological Advances ◽  
Bar Association ◽  
The Impact

As one of the most traditional professions, the practice of law has been slower than most to adapt to technological advances and recognize the impact on the changing nature of work for attorneys. Only two state bar associations currently require continuing legal education in technology. New York's bar association has recommended mandatory training in cybersecurity; however, it would comprise only 1 credit within the Ethics & Professionalism Continuing Legal Education (CLE) requirements. This chapter will explore the negative “domino effect” that disregarding or underestimating the power of technology in both legal education and practice can have on access, diversity, and ultimately justice. By presenting the evidence here, perhaps the profession through its many and varied institutions and organizations can finally turn against the tide of tradition. The profession and its oversight bodies must look farther back in the pathway to practice to re-imagine legal education and embrace that which is now possible through technology and innovative teaching and learning methods.

scholarly journals The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL

2021 ◽  
Vol 9 (1) ◽  
pp. 27-44
Author(s):  
Ingie Hovland
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Research Process ◽  
Class I ◽  
Close Reading ◽  
Life Stages ◽  
Scholarship Of Teaching ◽  
Empirical Generalization ◽  
What Works ◽  
Inductive Research

This paper gives an example of an inductive Scholarship of Teaching and Learning (SoTL) process, adapting Anthony Ciccone’s five conditions of a meaningful SoTL question. Presenting a study on pre-class reading in an undergraduate religion class, I describe how my question went through five life stages. I began with nine different pre-class reading assignments. Students judged the “map” assignment to be most helpful. This led to a further question: why maps? In a close reading of students’ reading reflections, two themes stood out: students experienced maps as helping them create a mental overview of the reading, and maps facilitated greater ownership of the act of reading. In conclusion, I argue that humanities instructors who wish to teach advanced reading skills can start by providing pre-class assignments that allow for making-while-reading, and that this making should not be merged with other reading steps. In an epilogue I reflect on the inductive research process. I suggest that SoTL scholars who use this process may reach an impasse when deciding how to present meaningful answers because their conceptual answers will stand in tension with SoTL’s practical orientation. I propose focusing on conceptual generalization (rather than empirical generalization), while still foregrounding a balance between “what works” and “what is.”

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