teaching scholarship

Moving Forward: Your Own Scholarship of Teaching and Learning: 

David Steer Department of Geology & Environmental Sciences University of Akron August 2007 Moving Forward: Your Own Scholarship of Teaching and Learning

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Teaching scholarship Scholarly teaching Scholarship of Teaching And Learning Sorting out the levels

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Identify a problem (with your teaching and/or student learning). You make informed adjustments. Levels: Teaching Scholarship Consult experienced colleagues Review literature

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Familiarize yourself with historical literature. Stay current with existing literature. Implement practices shown to be effective in the literature. Levels: Scholarly Teaching

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… to you? SoTAL: What does it mean? Inquiry to student learning Advances the practice of teaching Publicly disseminated results/findings http://www.issotl.org

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Start small Set limits Practice the technique in advance Make purpose and process clear to students Plan your data analysis in advance Getting Started Cross, P.K. and Steadman, M.H., 1996. Classroom Research: Implementing the Scholarship of Teaching. Jossey-Bass, San Francisco, p. 226.

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Be flexible Don’t ask for data you do not want or need Collaborate Give students feedback Getting Started (con’t) Cross, P.K. and Steadman, M.H., 1996. Classroom Research: Implementing the Scholarship of Teaching. Jossey-Bass, San Francisco, p. 226.

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Focus on your interests Keep it simple Review literature in advance Write a research question Discuss with other faculty Focus on the student Other things to think about Cross, P.K. and Steadman, M.H., 1996. Classroom Research: Implementing the Scholarship of Teaching. Jossey-Bass, San Francisco, p. 226.

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Select a research process (don’t reinvent) Try a pilot Publish results Other things to think about Cross, P.K. and Steadman, M.H., 1996. Classroom Research: Implementing the Scholarship of Teaching. Jossey-Bass, San Francisco, p. 226.

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Does it count toward tenure? How will my Department view this research? Are there College of Education collaborators? Are there institutional resources? Can I team with outside collaborators? Some questions to consider …

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Bransford, J. D., Brown, A. L., & Cocking, R. R. (eds.) (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.(http://www.nap.edu/html/howpeople1 ) Angelo, T.A. and Cross, P.K., 1993. Classroom assessment techniques: A handbook for college teachers, 2nd ed., Jossey-Bass, San Francisco, 448 pp. Cross, P.K. and Steadman, M.H., 1996. Classroom Research: Implementing the Scholarship of Teaching. Jossey-Bass, San Francisco, 264 pp. References