1. Catalyzing Teaching: The Scholarship of Teaching and Learning (SoTL) Regan A. R. Gurung A Brief Introduction adapted from a talk given at the 2006 American Psychological Association.

2. The Study of Teaching Teaching Research Teaching Research –Action Research Scholarly Teaching Scholarly Teaching –Informed teaching Scholarship of Teaching and Learning Scholarship of Teaching and Learning –bring to teaching the recognition and reward afforded to other forms of scholarly work.

3. Teacher-researchers raise questions about what they think and observe about their teaching and their students' learning. Teacher-researchers raise questions about what they think and observe about their teaching and their students' learning. …, they also see student work as data to analyze in order to examine the teaching and learning that produced it" …, they also see student work as data to analyze in order to examine the teaching and learning that produced it" Maclean & Mohr (1999). Maclean & Mohr (1999). MacleanMohr MacleanMohr The Basic Idea

4. Basic Definitions Scholarly Teaching- Teaching that entails certain practices of classroom assessment and evidence gathering; teaching that is informed not only by the latest ideas in the field but by current ideas about teaching generally and specifically in the field; and teaching that invites peer collaboration or review. (Indiana University Bloomington SoTL tutorial). Scholarly Teaching- Teaching that entails certain practices of classroom assessment and evidence gathering; teaching that is informed not only by the latest ideas in the field but by current ideas about teaching generally and specifically in the field; and teaching that invites peer collaboration or review. (Indiana University Bloomington SoTL tutorial). Scholarship of Teaching- Work on teaching that is public, is critically peer reviewed and evaluated, and used and on by colleagues. Scholarship of Teaching- Work on teaching that is public, is critically peer reviewed and evaluated, and used and on by colleagues.

5. A Teaching Hierarchy: Where are YOU? SoTL Going Through Motions TEACHING Scholarly Teaching

6. WHY Do SoTL? Solve mysteries Solve mysteries Understand Understand Gain perspective Gain perspective Inform the Public/Administration Inform the Public/Administration CATALYZE your teaching CATALYZE your teaching –Implicit indicator of teaching focus –Involve students in their own learning

7. Getting Starting What’s my question? What’s my question? What’s been done? What’s been done? –What’s missing? Replicate or Innovate? Replicate or Innovate? Design, Conduct, Assess. Design, Conduct, Assess. Implement Implement Share Share

8. The Big Picture Check the literature Design a study Collect Data Implement (& Publish) Scrutinize Teaching and Learning Ask the Question

9. What Do I Focus On? Someone teaches Something to Someone else Somewhere (Schwab, 1973) Someone teaches Something to Someone else Somewhere (Schwab, 1973) Teacher Teacher –Scrutinize your assignments –Evaluate your interactions Material Material –Textbook evaluations –Lesson study assessments Students Students –How do students study? Context Context PICK ONE OF THE ABOVE PICK ONE OF THE ABOVE

10. Challenges - Definitions What is good teaching? What is good teaching? What is learning? What is learning? –Exam scores –Perceptions –Applications

11. Major Measures Learning Learning –Enjoyment –Perceived learning –Actual learning Multiple choice Multiple choice Essays Essays Teaching course evaluations Teaching course evaluations

13. Basic Design Basic--------------- -----  Assess

14. Up a Notch notch 1 ActivityAssess Post only Basic------------- -----  Assess

15. Up another notch: Pre-Post Notch 2 Assess1ActivityAssess2 Pre- Post Notch 1 ActivityAssess1

16. Experiments Gp1Assess1ActivityAssess2 Gp2Assess1XXXXAssess2 XXXXXAssess3ActivityAssess3

17. Remember to check if: You have measured correctly (construct validity) You have measured correctly (construct validity) You have factored in all possible influences (internal validity) You have factored in all possible influences (internal validity) Generalizable (external validity)? Generalizable (external validity)? –SoTL does not subscribe to the same rules….(see next slide)

18. The teaching and learning that happens in our classrooms is often more qualitative that quantitative. The teaching and learning that happens in our classrooms is often more qualitative that quantitative. When we study people inside their own culture, we don’t try and generalize from a large population. We don’t look for what is replicable, reliable, or statistically valid. Rather we look for what’s singular, particular and unique. When we study people inside their own culture, we don’t try and generalize from a large population. We don’t look for what is replicable, reliable, or statistically valid. Rather we look for what’s singular, particular and unique. (Chiseri-Strater & Sunstein, 2006, pp.21). (Chiseri-Strater & Sunstein, 2006, pp.21).

19. Challenges –Time –Coercion –Observer effect –‘Students as lab rats’ –Randomization

20. Teacher Research is Unique It uses Naturally occurring groups No random assignment No random assignment No comparison group No comparison group Use same test items over consecutive years Use same test items over consecutive years Use similar test items over time Use similar test items over time Compare across different instructors Compare across different instructors No random sampling No random sampling entire sample used entire sample used No pretest No pretest Control key factors Control key factors

21. What Do You Do With It? Check the literature Design a study Collect Data Implement (& Publish) Scrutinize Teaching and Learning Ask the Question Share it with colleagues, publish it, or just use it to teach better.

22. Sharing can be Informal: The KEEP Toolkit

23. Conclusions Teacher research/SoTL is pragmatic pedagogy Teacher research/SoTL is pragmatic pedagogy Scrutinizing your teaching and student learning can be invigorating Scrutinizing your teaching and student learning can be invigorating