Transcript The Scholarship of Teaching and Learning

Sources of literature for SoTL
 Inquiry methods to evaluate teaching
and student learning
 Ethical issues in SoTL
 Case studies
 Lots of discussion and questions

The systematic
reflection/study of
teaching and
learning made
public
McKinney, 2007
What is the “problem?”
 Refining the question(s)
 Searching the literature
 Consider ethical issues
 Design the study
 Collect and analyze the data
 Disseminate the findings

McKinney
(2007) is a good
primer on SoTL
Thinking about
teaching begins where
all intellectual inquiry
begins, with questions
about what is going on
and how to explain,
support, and replicate
answers that satisfy us.
Bender & Gray, 1999
Practitioner pedagogical
literature
vs.
 Educational literature


Separate and distinct, but
related
Weimer (2006)
Disciplinary-based pedagogical journals,
e.g, Journal of Nursing Education
 SoTL Journals, e.g., International Journal
for the Scholarship of Teaching and
Learning
 Educational journals, e.g., The Journal of
Higher Education
 Focused educational journals, e.g.,
Active Learning in Higher Education

McKinney, 2007
MountainRise
 Journal of Cognitive and Affecting
Learning
 International Journal for the Scholarship
of Teaching and Learning
 International Journal of Teaching and
Learning in Higher Education
 Inventio
 The Journal of the Scholarship of
Teaching and Learning

Available on-line
Knowledge Media Lab (Carnegie
Foundation for Advancement Teaching)
 Visible Knowledge Project (Georgetown
University)

ERIC
 EBSCO Academic Search Premier
 Others, e.g., PubMed

But… none of these is comprehensive of
journals focusing on education and/or
SoTL
 Key words?? SoTL…. College Teaching…

“The key to successful literature reviews
involves combining traditional
techniques with mining information
compiled by researchers familiar with the
literature.”
Naylor as cited in McKinney (2007)

Wisdom of practice
› Personal accounts of change
› Recommended practices
› Recommended content

Research Scholarship
› Quantitative
› Qualitative
› Descriptive
Weimer (2006)
Interviews and focus groups
 Observational research
 Questionnaires
 Content analysis
 Secondary analysis
 Experiments and quasi-experiments
 Case studies
 Multimethod studies
 Portfolios

McKinney (2007)
“Clearly, disciplinary styles
empower the scholarship
of teaching, not only by
giving scholars a ready
made way to imagine and
present their work but also
by giving shape to the
problems they choose and
the methods of inquiry they
use” (pg. 32).
Huber (2002)
Clear goals
 Adequate preparation
 Appropriate methods
 Significant results
 Effective presentation
 Reflective critique

Glassick, Huber & Maeroff (1997)

Use of student work
› How to obtain permission
› Is informed consent really possible
› Student role in SoTL

Choice of research design
› Harm to participants

Going public with research
› Damage to reputation of institution


Role of Institutional Review Board (IRB)
Overlapping roles of researcher and
teacher
Identify SoTL projects as inquiry or
research projects
 Projects need to be planned
 Design an informed consent process
 Seek external review
 Inform students at regular junctures of
project

Burman & Kleinsasser (2004)
Acknowledge that students control way
their work is used
 Proceed very carefully if using data from
previous classes without student consent
 Consider ways to involve students
 Share findings with students.

Burman & Kleinsasser (2004)
What is the question?
 What sources of literature were used?
 What methods were employed?
 How were ethical issues handled?

Boyer, EL (1990). Scholarship Reconsidered: Priorities for the professoriate. San
Francisco: Jossey-Bass.
Burman, M. E., & Kleinsasser, A. (2004). Ethical guidelines for the use of student work:
Moving from teaching’s invisibility to inquiry’s visibility in the scholarship of
teaching and learning. The Journal of General Education, 53, 59-79.
Glassick, CE, Huber, M T, & Maeroff, GI (1997). Scholarship Assessed: Evaluation of the
professoriate. San Francisco: Jossey-Bass.
Huber, MT & Morreale, SP (Eds.) (2002). Disciplinary styles in the scholarship of teaching
and learning. Washington DC: American Associate of Higher Education and the
Carnegie Foundation for the Advancement of Teaching.
Huber, MT & Hutchings, P (2005). The advancement of learning: Building the teaching
commons. San Francisco: Jossey-Bass.
Hutchings, P (Ed.) (2000). Opening lines: Approaches to the scholarship of teaching
and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement
of Teaching.
Hutchings, P (Ed.) (2002). Ethics of inquiry: Issues in the scholarship of teaching and
learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of
Teaching.
McKinney, K (2007). Enhancing learning through the scholarship of teaching and
learning. San Francisco: Jossey-Bass.
Weimer, M (2006). Enhancing scholarly work on teaching & learning: Professional
literature that makes a difference. San Francisco: Jossey-Bass.
Mary E. Burman
[email protected]
307-766-4291