1. The Scholarship of Teaching and Learning (SoTL): What Does Research Say is Effective in STEM Disciplines? Temika M. Michael, M.Ed, Howard University 2 nd LCSAA Convening Jackson State University May 17, 2005

2. Scholarship of Teaching and Learning (SoTL): An Introduction “Focus on Learning and Teaching Checklist” “Johari Window” I KNOWI DON’T KNOW THEY KNOW “I support teaching”, I say My actions don’t support my words THEY DON’T KNOW I really mean itWhat’s behind the gap above? North, J. (1996)

3. Scholarship of Teaching and Learning (SoTL): An Overview Problem Invisibility of teaching Oversimplification of teaching Paradigm Shift: Ernest L. Boyer Scholarship of Discovery Scholarship of Integration Scholarship of Application Scholarship of Teaching

4. SoTL vs. Scholarly Teaching Scholarly Teaching The act of systematically collecting and using data to inform oneself on the effectiveness of teaching as related to student learning. The Scholarship of Teaching and Learning (SoTL) Systematic study of teaching and learning and the public sharing and review of such work through presentations or publications.

5. What is Effective in the STEM Disciplines? Thinking outside the box: Traditional vs. SoTL approaches to teaching in STEM

6. Case Teaching What is it? A variety of instructional approaches built around a central story or theme – “case”. Purpose? To engage students in learning science. Improves? Student motivation, interest, and achievement in science. Connects? Real world contexts with science. Flexible

7. Case Teaching (con’t…) National Center for Case Teaching in Science State University of New York - Buffalo http://ublib.buffalo.edu/libraries/projects/cases/case.html Case studies w/teaching notes Conferences/Workshops Journals Professional societies

8. Apprenticeship Peer Instruction Engagement in real literature Use of examinations as teaching opportunities for students Brian A. Coppola http://www.umich.edu/~michchem/faculty/coppola/ EXAMPLE OF BRIAN A. COPPOLA

9. Learning Communities Problem-Based Learning Peer Teaching Service Learning Collaborative Learning Cooperative Learning

10. Conclusions Traditional “talk-and-chalk” approaches to teaching STEM ineffective when used alone SoTL provides framework for multiple approaches to teaching STEM Student learning in STEM disciplines is enhanced through SoTL and Scholarly Teaching

11. Q & A Bilica, K. (2004). Lessons from experts: Improving college Science instruction through case teaching. School Science and Mathematics, 104(6), 273-278. Huber, M. (2004). Balancing acts: The scholarship of teaching and learning in academic careers. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching. Huber, M. & Morreale, S. (2002). Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Washington, DC: American Association for Higher Education and The Carnegie Foundation for the Advancement of Teaching. Hutchings, P. (2003). The scholarship of teaching and learning in communication: A few words from the Carnegie Academy. Communication Education, 52(1), 57-59. North, J. (1996). Encouraging the Campus Focus on Learning and Teaching. Keynote address presented at the Grand Valley State University Annual Conference on Teaching and Learning. Reynolds, D. & Muijs, D. (1999). The effective teaching of Mathematics: A review of research. School Leadership & Management, 19(3), 273-288. Katz, R. et al. (1998). Dancing with the Devil: Information Technology and the New Competition in Higher Education. Katz, R. & Rudy, J. (eds.) New Directions for Institutional Research, Information Technology in Higher Education: Assessing Its Impact and Planning for the Future, No. 102 Summer 1999, Vol. 102.