Sources of literature for SoTL Inquiry methods to evaluate teaching

and student learning Ethical issues in SoTL Case studies Lots of discussion and questions

The systematic reflection/study of teaching and learning made public

McKinney, 2007

What is the “problem?” Refining the question(s) Searching the literature Consider ethical issues Design the study Collect and analyze the data Disseminate the findings McKinney

(2007) is a good primer on SoTL

Thinking about teaching begins where all intellectual inquiry begins, with questions about what is going on and how to explain, support, and replicate answers that satisfy us.

Bender & Gray, 1999

Practitioner pedagogical literaturevs.

Educational literature

Separate and distinct, but related

Weimer (2006)

Disciplinary-based pedagogical journals, e.g, Journal of Nursing Education

SoTL Journals, e.g., International Journal for the Scholarship of Teaching and Learning

Educational journals, e.g., The Journal of Higher Education

Focused educational journals, e.g., Active Learning in Higher Education

McKinney, 2007

MountainRise Journal of Cognitive and Affecting

Learning International Journal for the Scholarship

of Teaching and Learning International Journal of Teaching and

Learning in Higher Education Inventio The Journal of the Scholarship of

Teaching and LearningAvailable on-line

Knowledge Media Lab (Carnegie Foundation for Advancement Teaching)

Visible Knowledge Project (Georgetown University)

ERIC EBSCO Academic Search Premier Others, e.g., PubMed

But… none of these is comprehensive of journals focusing on education and/or SoTL

Key words?? SoTL…. College Teaching…

“The key to successful literature reviews involves combining traditional techniques with mining information compiled by researchers familiar with the literature.”

Naylor as cited in McKinney (2007)

Wisdom of practice› Personal accounts of change› Recommended practices› Recommended content

Research Scholarship› Quantitative› Qualitative› Descriptive

Weimer (2006)

Interviews and focus groups Observational research Questionnaires Content analysis Secondary analysis Experiments and quasi-experiments Case studies Multimethod studies Portfolios

McKinney (2007)

“Clearly, disciplinary styles empower the scholarship of teaching, not only by giving scholars a ready made way to imagine and present their work but also by giving shape to the problems they choose and the methods of inquiry they use” (pg. 32).

Huber (2002)

Clear goals Adequate preparation Appropriate methods Significant results Effective presentation Reflective critique

Glassick, Huber & Maeroff (1997)

Use of student work› How to obtain permission› Is informed consent really possible› Student role in SoTL

Choice of research design› Harm to participants

Going public with research› Damage to reputation of institution

Role of Institutional Review Board (IRB) Overlapping roles of researcher and

teacher

Identify SoTL projects as inquiry or research projects

Projects need to be planned Design an informed consent process Seek external review Inform students at regular junctures of

project

Burman & Kleinsasser (2004)

Acknowledge that students control way their work is used

Proceed very carefully if using data from previous classes without student consent

Consider ways to involve students Share findings with students.

Burman & Kleinsasser (2004)

What is the question? What sources of literature were used? What methods were employed? How were ethical issues handled?

Boyer, EL (1990). Scholarship Reconsidered: Priorities for the professoriate. San Francisco: Jossey-Bass.

Burman, M. E., & Kleinsasser, A. (2004). Ethical guidelines for the use of student work: Moving from teaching’s invisibility to inquiry’s visibility in the scholarship of teaching and learning. The Journal of General Education, 53, 59-79.

Glassick, CE, Huber, M T, & Maeroff, GI (1997). Scholarship Assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.

Huber, MT & Morreale, SP (Eds.) (2002). Disciplinary styles in the scholarship of teaching and learning. Washington DC: American Associate of Higher Education and the Carnegie Foundation for the Advancement of Teaching.

Huber, MT & Hutchings, P (2005). The advancement of learning: Building the teaching commons. San Francisco: Jossey-Bass.

Hutchings, P (Ed.) (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.

Hutchings, P (Ed.) (2002). Ethics of inquiry: Issues in the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.

McKinney, K (2007). Enhancing learning through the scholarship of teaching and learning. San Francisco: Jossey-Bass.

Weimer, M (2006). Enhancing scholarly work on teaching & learning: Professional literature that makes a difference. San Francisco: Jossey-Bass.

Mary E. Burmanmburman@uwyo.edu307-766-4291