1. 1 Involving Faculty in Peer Reviewing of SoTL Manuscripts Gregg Wentzell Managing Editor, Journal on Excellence in College Teaching in College Teaching Center for the Enhancement of Learning & Teaching of Learning & Teaching Miami University Oxford, OH 45056 513-529-9265wentzegw@muohio.eduhttp://celt.muohio.edu/ject/

2. 2 Reviewing Two SoTL Submissions Please take out and look over your responses to the two sample manuscripts I e-mailed to you.

3. 3 Within-Group Discussion of Your Reviews (10 minutes) Discuss among your group the results of your reviews of the two manuscripts:  What did the author do well?  What could be improved?  What feedback would you give to the author?  What would your recommendation be, and why?

4. 4 Groups Report Out: Discussion (10 minutes)  What did the author do well?  What could be improved?  What feedback would you give to the author?  What would your recommendation be, and why?

5. 5 Qualities of Successful SoTL Submissions (The Scholarly Process) Successful paper proposals and manuscripts should  define the problem clearly  indicate why it was a problem  establish a baseline  include context of what others have done  show an openness to consider various possible solutions  provide evidence of change, assessment of results, not just “we liked it”

6. 6 The Biggest Single Difference...... between SoTL and other articles on teaching is EVIDENCE (i.e., data or other results).

7. 7 Assessment: How Do You Know Your Project Made a Difference?  Pre- and post-surveys of student reaction  Retention  Evidence in your journal (so keep one)  More discussion by students (count)  Better exams/papers/projects  Student evaluations of teaching (SETs)  Student portfolios showcasing their work  Classroom assessment techniques  Teaching Goals Inventory (TGI) (www.uiowa.edu/~centeach/tgi/)  Small-Group Instructional Diagnosis (SGID)

8. 8 Discussion How can/should we involve faculty in SoTL?

9. 9 Involving Faculty in SoTL: The Miami U. Model  Community, and the resulting support for and peer review of projects through group meetings;  Scholarly teaching--time to reflect on teaching and investigate and implement a project (FLC members receive one-course release time);  Experience with and advice about undertaking scholarly investigations (senior faculty mentors);  Potential SoTL (teaching projects); and  Venue(s) for making the SoTL public (campus presentations/retreats and the Lilly Conferences. Five Components:

10. 10 Journal on Excellence in College Teaching Special Issue on the Scholarship of Teaching and Learning Volume 14, Numbers 2 & 3 (For the FPLC-SoTL connection see pp. 161-198) Journal on Excellence in College Teaching Volume 14 Number 2 & 3 2003

11. 11 Possible Venues for Publishing the SoTL  Newsletters (The Teaching Professor, National Teaching and Learning Forum)  Magazines (College Teaching, About Campus, Change)  Journals across disciplines (Journal on Excellence in College Teaching, Journal of Higher Education)  Online venues (MountainRise, JoSoTL)  Selected Library Resources on the Scholarship of Teaching and Learning (http://www.indiana.edu/~libsalc/SOTL/)

12. 12 Thank You for Your Participation Today! Gregg Wentzell Managing Editor Journal on Excellence in College Teaching in College Teaching Center for the Enhancement of Learning & Teaching of Learning & Teaching Miami University Oxford, OH 45056 513-529-9265wentzegw@muohio.edu