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Dr. Deanna Sellnow University of Kentucky January 6, 2010.

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Presentation on theme: "Dr. Deanna Sellnow University of Kentucky January 6, 2010."— Presentation transcript:

1 Dr. Deanna Sellnow University of Kentucky January 6, 2010

2 Introductions Action Research in a Nutshell Step by step process to … prepare your proposal Wrap up and Evaluations

3 2. One thing you enjoy about teaching at NWIC 3. One challenge in teaching students at NWIC

4 Goal: to improve (change) how we address issues or problems via vigorous inquiry and reflection (research) (Lewin, 1946) Research Questions: Personal Organizational Societal (Reason & Bradbury, 2001)

5 GOAL: To improve how we teach (pedagogy) based on rigorous inquiry & reflection (research) WHY: To improve student learning TO DO SO: We must understand our students TO DO SO: We must understand our students Whats in a name? SOTL: Scholarship of Teaching and Learning Instructional Communication Educational Assessment Scholarship of Assessment

6 1.Identify an issue/problem/difficulty in the classroom (RQ). 2. Come up with a research-based strategy for addressing it. 3. Do it. 4. Assess it. 5. Complete the feedback loop. 6. Write it up!

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8 Examples: Public speaking: anxiety/disclosure/gender bias online speech content Teacher training: international TAs isolation course consistency/integrity General: immediacy in online instruction unprepared students/dont read for class student commitment (relevance/value) student engagement

9 Consumer Orientation Entertainment Orientation Techno-literate Instant Gratification Self-Interested Cynical Stressed Intellectually disengaged Civility Issues Self-Efficacy Issues Negotiation College Students Today

10 Teaching-Centered Lecture, discussion (student-teacher, student-student, experiential Curriculum-Centered Course materials, supplements, topics, assignments Problem-based learning Environment-Centered Online, face to face, in-class, out of class

11 Public speaking: Anxiety=Speech of Personal Significance Online=online course Speech content=problem-based learning Teacher training: International TAs=BAT training Isolation=peer mentoring Course consistency/integrity=weekly meetings, intercoder training, test creation round robins General: Immediacy in online instruction= and emoticon training Unprepared students/dont read for class=quizzes, questions Student commitment (relevance/value)=service learning Student engagement=learning cycle lessons

12 Modify... Syllabus Lecture notes to lesson plans Assignments Assessment and evaluation tools

13 Evaluation Curriculum-Embedded Performance-based Cognitive, Affective, Behavioral Rubrics Methods Direct or indirect Qualitative or quantitative

14 Public speaking: Anxiety=Speech of Personal Sig-content analysis of speeches Online=online course=content analysis of speeches Speech content=problem-based learning=content analysis of speeches Teacher training: International TAs=BAT training=student and teacher questionnaires Isolation=peer mentoring=reflective papers and portfolios Course consistency/integrity=weekly meetings, intercoder training, test creation round robins=portfolios General: Immediacy in online instruction= and emoticon training=student surveys Unprepared students/dont read for class=quizzes, questions=student surveys Student commitment (relevance/value)=service learning=interviews, focus groups, content analysis of speeches, affective learning scale, content relevance scale Student engagement=learning cycle lessons=test scores, content analysis of speeches, TCEs

15 Reflect on what worked, etc. and modify syllabus and pedagogy

16 Build an argument for what you did (research based) Introduce RQ or H Describe the methods you used to assess its utility Clarify results Offer a discussion that presents conclusions, implications, limitations, and suggestions for future research

17 Argument: Speech anxiety is lower when people know each other but men dont like to disclose as much as women RQ: Is there an inherent gender bias in requiring a self disclosure speech? Methods: content analysis comparison of speeches and grades Results: Topics and subpoints differed, grades did not Discussion: Its ok as long as students are free to choose the topic and examples they actually disclose

18 Put the final touches on your proposals! Onward and upward! Questions/ideas/thoughts?


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