INTRODUCTION TO S

SCHOLARSHIP

O

TL

MOVING BEYOND PRACTICE INTO

D R . B E T H A N Y F L E C K & D R . R E Y H E R N A N D E Z

CENTER FOR FACULTY DEVELOPMENT

THURSDAY OCTOBER 17 TH , 10:30-11:30AM: CN 103

WHAT IS S O TL?

• Scholarship of Teaching and Learning • “Methodologically rigorous scholarly work conducted to enhance teaching and advance learning, ideally resulting in peer-reviewed products made public" (Society for the Teaching of Psychology, 2013).

• 3 three related activities (Martin, Benjamin, Prosser, & Trigwell, 1999) 1.

Engagement with the existing knowledge on teaching and learning.

2.

Self-reflection on teaching and learning in ones discipline.

3.

Public sharing of ideas about teaching and learning within the discipline.

SCHOLARLY TEACHING

• “Involves taking a scholarly approach to teaching just as we would take a scholarly approach to other areas of knowledge and practice.” (Mckinney, 2014) • “SoTL, then, shares established criteria of scholarship in general, such as that it is made public, can be reviewed critically by members of the appropriate community, and can be built upon by others to advance the field.” (Shulman, 2001)

INSTITUTIONAL SUPPORT

• Center for Faculty Development • SoTL work is supported by MSU Denver • • • Scholarly pursuit Self reflection in Narrative for teaching Peer reviewed publications • Check your department guidelines

TODAY’S WORKSHOP

• 2 scenarios / examples of SoTL • Original idea • Transformation into a research project • Dissemination • • Generate ideas General Q & A

SCENARIO 1 HOMEWORK ON SCREEN OR PAPER?

• Original idea: • It is increasingly common for students to do homework online instead of on paper.

• • Some argue that learning can be affected by the medium: letters on a screen might not be equivalent to letters printed on paper.

The convenience of online work provides a clear benefit.

• Does it make a difference to learning if students do their homework on screen or on paper?

SCENARIO 1 HOMEWORK ON SCREEN OR PAPER?

• Transformation into a research project: • What outcomes do we care about? • • Test scores? Anything else?

How can we measure these?

• How do we compare students using screens to students using paper?

• How many students do we need?

• Preparing the experiment.

SCENARIO 1 HOMEWORK ON SCREEN OR PAPER?

• Findings: • Students who submit homework online are more likely to complete the assignments.

• Students who submit homework online have lower attendance rates.

• There is no difference in exam scores between the two groups.

• Students state a preference for online submission.

SCENARIO 1 HOMEWORK ON SCREEN OR PAPER?

• Dissemination: • Presented at conferences • • Journal Article: Rey Hernández-Julián and Christina Peters (2012) “Targeting Teaching: Does the Medium Matter? Online versus Paper Coursework.” Southern Economic Journal: April 2012, Vol. 78, No. 4, pp. 1333-1345.

SCENARIO 2

OUTCOMES OF THE FLIPPED CLASSROOM MODEL • Original idea: • Students struggle with statistics homework • Students are bored with statistics lectures • What would happen if we required students to do HW during class and view lectures outside of class? • “Flipped Classroom Design”

SCENARIO 2

OUTCOMES OF THE FLIPPED CLASSROOM MODEL • Transformation into a research project • How do we compare students in the flipped classroom with those that are in traditional classrooms?

• How many students do we need?

• Preparing the experiment.

• What outcomes do we care about? •

•

Test scores? Anything else?

How can we measure these?

SCENARIO 2

OUTCOMES OF THE FLIPPED CLASSROOM MODEL • Findings: • Students in the flipped classroom showed improved learning as compared to students in the traditional classroom. • No difference existed in student attitudes toward statistics. They still don’t like it but… • Older students attitudes did become more positive while younger students attitudes became more negative

• Table 2

SCENARIO 2

OUTCOMES OF THE FLIPPED CLASSROOM MODEL • Dissemination: • Conference Presentations • • Book Chapter: Hussey, H. D., Fleck, B.K.B., & Richmond, A.S. (In-Press). Promoting active learning through a flipped course design. In J. Keengwe, G. Onchwari, & J. Oigara, (Eds.), Promoting active learning through the flipped classroom model. Hersey, PA: IGI Global

GENERATING IDEAS

• • • What have you done in your classes?

Have you tried a new teaching technique? Is there an issue or concern that you would like to solve? • Using the questions above, can you generate one idea for a possible SoTL project?

• Group discussion

WHAT QUESTIONS REMAIN ABOUT SOTL?

• Thank you for your time & participation • The next workshop is Thursday November 14 th • • • Using Students as Participants: Navigating the IRB for SoTL Work. Led by Dr. Bethany Fleck & Michaela Clemens, Human Subjects Protection Program Coordinator Time: 10:30 to 11:30 AM Location: CN 103

OUTCOME MEASURES

• Survey of Attitudes Towards Statistics Scale • Affect • Cognitive competence • Value • Difficulty • Statistical Content Knowledge • • MC items Developed by a third party (faculty member) (Schau, Stevens, Dauphinee, & DelVecchio 1995, Schau, 1999).

PARTICIPANTS

RESULTS

BEST PRACTICES IN FLIPPED CLASSROOM DESIGN

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2.

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Determine blend that meet class needs. Audio & visual materials help but both parties have to know how to work the technology. Establish community & maintain connection. Extra clear expectations. Learning objectives that match with online or face-to-face portions (based on student learning).

High level of faculty involvement necessary. Bring technology into the classroom.