1. Jennifer Friberg, Ed.D. Bradley University Fall Forum Keynote August 2015 Why SoTL? Why Now? The Scholarship of Teaching and Learning as an Opportunity for Growth and Reflection

2.  Define and explain the scholarship of teaching and learning (SoTL)  Contrast the concepts of good teaching, scholarly teaching, and the scholarship of teaching and learning  Explore the benefits of SoTL for individual courses, academic programs/departments, and the Bradley University community at- large Goals for this morning:

3. Integration Teaching Application Discovery The Evolution of SoTL: Boyer’s Four Scholarships (Boyer, 1990)

4. The Teaching Continuum (McKinney, 2007) Good Teaching Teaching that promotes student learning and other desired student outcomes Scholarly Teaching Teaching that is supported by a body of research to increase effectiveness Scholarship of Teaching and Learning Combination of reflection and knowledge which yields questions about teaching for study

5. How might teachers at different points along this continuum handle the following situation: In an introduction to psychology class at a large Midwestern university, the course instructor notices that her students tend to be reluctant to engage in whole-class discussions. What might the good teacher do? What might a scholarly teacher do? How could this be studied in a scholarly manner? Working within the continuum

6.  Poses a problem related to teaching and learning  Problem is operationalized into a research question  Problem is studied using methods appropriate for specific disciplinary epistemologies  Work is peer reviewed  Results are applied to practice (McKinney, 2007) What is SoTL?

7. Contemporary Conception of SoTL Scholarship of Teaching and Learning Systematic examination Focused on improving teaching or learning Disseminated beyond researcher

8.  To develop a report on an aspect of one particular course  To describe the interaction of several courses or the student experience across courses  To reflect on teaching practices/pedagogical choices from teaching (perhaps over time)  To investigate interdisciplinary commonalities  To synthesize existing SoTL work  To propose or test new learning theories Why Engage in SoTL?

9. Why engage in SoTL: To improve PCK Disciplinary Content Knowledge General Pedagogical Knowledge (Pedagogical Content Knowledge ; Schulman, 2004) PCK

10. How to SoTL: Potential Data Collection Tools  Course portfolios  Specific course artifacts (e.g., assignments/projects/assessments)  Interviews  Focus groups  Questionnaires/surveys  Content analysis  Multi-method studies

11. SoTL is disseminated in ways consistent with your disciplinary expectations:  Internal/external publications  traditional research papers/research notes  book  blog  wiki  creative endeavor  documentary  artistic representation How is SoTL Disseminated?

12.  To better understand how your students learn  To identify ways to deal with unique situational constraints  To determine the impact of an assignment, project, or assessment technique  To compare and contrast pedagogical approaches Benefits of SoTL: Individual Course Level

13. Benefits of SoTL: The utility of teaching problems Bass (1999) posits that teaching problems aren’t shameful… they are actually opportunities for faculty. From Vanderbilt University’s CFT Homepage

14.  Curriculum review  Curriculum development  Accreditation  Program review  Formative/summative assessment Benefits of SoTL: Academic Unit

15. SoTL Budget Accredi- tation Program Review Student Affairs Strategic Planning Assess- ment Curriculum Redesign Benefits of SoTL: Institutional Level

16. 1.SoTL needs to be a part of regular practices of teaching so that any/all pedagogical choices are evidence-based. 2.SoTL needs to be more integrated into institutional policies and agendas to ensure a greater impact into new and ongoing formative and summative assessment efforts. 3.SoTL needs to engage students, more fully, as research associates and collaborators to encourage a reflective/metacognitive focus up on their learning and the learning of their peers. Future Directions For SoTL (Hutchings, 2015)

17.  Bradley University Core Curriculum  Implementation is planned  Core Outcomes can be measurable at class, program, or institutional levels  Critical and creative thinking  Effective communication  Multidisciplinary integration  Practical application  Social awareness Why Is Now A Good Time For SoTL?

18.  Bradley graduates will think critically, independently and creatively, and will employ evidence-based decision-making to solve problems and build new knowledge.  How can this outcome be measured?  Track problem solving processes over a semester or academic year for innovation  Measure the frequency that students access research to make evidence-informed decisions  Determine the level of critical thinking rigor required of students to complete core practice activities Critical And Creative Thinking

19.  Bradley graduates will be effective oral, written and non-verbal communicators as well as active readers and listeners.  How can you measure this outcome?  Measure changes in peer-peer communications during collaborative activities  Measure changes in peer-teacher communications in structured and unstructured situations Effective Communication

20.  Bradley graduates will approach learning in an integrated manner, connecting knowledge and skills across multiple disciplines.  How can this outcome be measured?  Assess how able students are to generalize information from one course to the next  Determine the success of cross-curricular projects  Ascertain student perceptions of how well integrated their curriculum is from their perspective Multidisciplinary Integration

21.  Bradley graduates will apply knowledge and skills from the classroom in real-world situations.  How can this outcome be measured?  Measure how well students are able to apply some aspect of their course curriculum to solve a “real world” problem with the help of professionals outside academia  Determine the impact of engaging practicing professionals to teach critical aspects of a discipline Practical Application

22.  Bradley graduates will understand and act ethically upon their connections to larger communities.  How can this outcome be measured?  Determine if case studies are impactful in teaching about professional ethics  Measure the impact of civic engagement in the development of a world knowledge, compassion, or learning Social Awareness

23. Your View of the Possible…

24. Bass, R. (1999). The scholarship of teaching: What’s the problem? Invention: Creative Thinking About Learning and Teaching, 1 (1), 1-10. Boyer, E. L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. San Francisco, CA: Jossey-Bass. Ginsberg, S. M., Friberg, J. C., & Visconti, C. F. (2012). Scholarship of teaching and learning in speech-language pathology and audiology: Evidence-based education. San Diego: Plural Publishing. McKinney, K. (2007). Enhancing learning though the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Jossey-Bass. Shulman, L. S. (2004). Teaching As Community Property. San Francisco, CA: Jossey-Bass. REFERENCES