Applying the Scholarship of Teaching and Learning beyond the Individual Classroom

Description

When the Scholarship of Teaching and Learning (SoTL) emerged, it often concentrated on individual faculty practice in one classroom; it is now, however, increasingly common to find work in SoTL focused more broadly. SoTL studies may engage with a cluster of courses, a program, a particular population of students, a pedagogical approach, or a field—all of which are represented in the essays collected here by authors from a diverse array of institutions and nations. This volume features examples of SoTL research conducted in, and applied to, a variety of contexts and disciplines, offering a theoretical framework for an expanded vision of SoTL—one that moves beyond the individual classroom.

Acknowledgements

Introduction to Applying SoTL beyond the Individual Classroom: Overview, Framework, and Two Examples / Kathleen McKinney, Jennifer Friberg, and Maria Moore

Part I: Conducting and Applying SoTL with a Focus on Student Learning, Outcomes, Programs

1. Reflexivity in the Field: Applying Lessons Learned from a Collaborative Scholarship of Teaching and Learning Study Exploring the Use of Reflexive Photography in Field Education / Brent Oliver, Darlene Chalmers, and Mary Goitom

2. Making a Graduate English Course an Organic and Integrated Learning Process / Radhika Jaidev and Tan Su Hwi

3. User Perspectives on Simulation in Educational Practice / Andrew Creed and Ambika Zutshi

4. A Bigger Bang for your Book: SoTL, High Impact Practice, and Common Reading Programs / April Tallant and Glenda Hensley

5. The Collaborative for Understanding the Pedagogy of Infant/toddler Development: A Cross-University, Interdisciplinary Effort to Transform a Field through SoTL / Claire Vallotton, Gina A. Cook, Rachel Chazan-Cohen, Kalli B. Decker, Nicole Gardner-Neblett, Christine Lippard, and Tamesha Harewood

Part II: Conducting and Applying SoTL with a Focus on Faculty/Instructor Learning, Development

6. Catalyzing the Exchange and Application of SoTL Beyond the Classroom: An Analysis of Two Types of Community Spaces / John Draeger and Lauren Scharff

7. Multi-Institutional SoTL: A Case Study of Practices and Outcomes / Peter Felten, Jessie L. Moore, and Tim Peeples

8. "Feedback First Year"- A Critical Review of the Strengths and Shortcomings of a Collective Pedagogical Project / Dominique Verpoorten, Laurent Leduc, Audrey Mohr, Eléonore Marichal, Dominique Duchâteau, and Pascal Detroz

9. The Scholarship of Teaching, Learning, and Student Success: Big Data and the Landscape of New Opportunities / George Rehrey, Dennis Groth, Carol Hostetter, and Linda Shepard

Conclusion: Circles of Inquiry and Impact: Expanding the Teaching Commons / Pat Hutchings

Index

Sujets

• EDUCATION
• Scholarship of Teaching and Learning
• Higher
• Classroom
• SOTL
• Study
• Learning
• Tertiary education
• School
• Higher education

Informations

• Publié par: Indiana University Press
• Date de parution: 29 août 2019
• Nombre de lectures: 1
• EAN13: 9780253042859
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

APPLYING THE SCHOLARSHIP OF TEACHING AND LEARNING BEYOND THE INDIVIDUAL CLASSROOM
SCHOLARSHIP OF TEACHING AND LEARNING SERIES
Editors
Jennifer Meta Robinson
Whitney M. Schlegel
Mary Taylor Huber

This book is a publication of
Indiana University Press
Office of Scholarly Publishing
Herman B Wells Library 350
1320 East 10th Street
Bloomington, Indiana 47405 USA
iupress.indiana.edu
2019 by Indiana University Press
All rights reserved
No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher.
The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992.
Manufactured in the United States of America
Cataloging information is available from the Library of Congress.
ISBN 978-0-253-04282-8 (hdbk.)
ISBN 978-0-253-04283-5 (pbk)
ISBN 978-0-253-04286-6 (web PDF)
1 2 3 4 5 24 23 22 21 20 19
To Dr. K. Patricia Cross, a pioneer in classroom assessment, classroom research, and the scholarship of teaching and learning, and the benefactor for the position of the Cross Endowed Chair in the Scholarship of Teaching and Learning at Illinois State University (established in 2002). We have both been honored to serve in this wonderful position and thus to have a greater impact on teaching and learning and SoTL in our institution, disciplines, and beyond.
JCF
KMc
Contents

Acknowledgments

Introduction to Applying SoTL beyond the Individual Classroom: Overview, Framework, and Two Examples / Kathleen McKinney, Jennifer Friberg, and Maria Moore

Part I Conducting and Applying SoTL with a Focus on Student Learning, Outcomes, and Programs

1 Reflexivity in the Field: Applying Lessons Learned from a Collaborative Scholarship of Teaching and Learning Study Exploring the Use of Reflexive Photography in Field Education / Brent Oliver, Darlene Chalmers, and Mary Goitom

2 Making a Graduate English Course an Organic and Integrated Learning Process / Radhika Jaidev and Tan Su Hwi

3 User Perspectives on Simulation in Educational Practice / Andrew Creed and Ambika Zutshi

4 A Bigger Bang for Your Book: SoTL, High-Impact Practice, and Common Reading Programs / April Tallant and Glenda Hensley

5 The Collaborative for Understanding the Pedagogy of Infant/Toddler Development: A Cross-University, Interdisciplinary Effort to Transform a Field through SoTL / Claire Vallotton, Gina A. Cook, Rachel Chazan-Cohen, Kalli B. Decker, Nicole Gardner-Neblett, Christine Lippard, and Tamesha Harewood

Part II Conducting and Applying SoTL with a Focus on Faculty/Instructor Learning and Development

6 Catalyzing the Exchange and Application of SoTL beyond the Classroom: An Analysis of Two Types of Community Spaces / John Draeger and Lauren Scharff

7 Multi-Institutional SoTL: A Case Study of Practices and Outcomes / Peter Felten, Jessie L. Moore, and Tim Peeples

8 Feedback First Year : A Critical Review of the Strengths and Shortcomings of a Collective Pedagogical Project / Dominique Verpoorten, Laurent Leduc, Audrey Mohr, El onore Marichal, Dominique Duch teau, and Pascal Detroz

9 The Scholarship of Teaching, Learning, and Student Success: Big Data and the Landscape of New Opportunities / George Rehrey, Dennis Groth, Carol Hostetter, and Linda Shepard

Conclusion: Circles of Inquiry and Impact: Expanding the Teaching Commons / Pat Hutchings

Index
Acknowledgments
A N EDITED VOLUME such as this is the result of creative and practical work by many in addition to us, the editors. Thus, we would like to acknowledge several people and groups of people for their contributions to this book. First and foremost, we thank our chapter authors for their SoTL application ideas and projects, their willingness to share those ideas and projects, and their timely and professional behavior throughout the approximately three years from our call for chapter proposals to the publication of the book. We want to acknowledge the support, philosophical and fiscal, of our Illinois State University colleagues as well as Associate VP for Research and Graduate Studies John Baur; past and current provosts, Janet Krejci and Jan Murphy; and President Larry Dietz. Thanks also to Jessica Watson for her assistance in formatting and proofing chapters before submission. The fantastic cover art is by Molly E. Friberg and is used with the kind permission of the artist. We greatly appreciate all the members of the global SoTL community or SoTL Commons as well as all the students around the world who allow us the privilege of studying their learning and help us, in many ways, to do so. Finally, we appreciate the efforts of our two anonymous reviewers, IU Press Director Gary Dunham, IU Assistant Acquisitions Editor Paige Rasmussen, the IU Press SoTL series editors, and the staff at IU Press in helping us bring this volume to fruition.
JENNIFER FRIBERG AND KATHLEEN MCKINNEY
APPLYING THE SCHOLARSHIP OF TEACHING AND LEARNING BEYOND THE INDIVIDUAL CLASSROOM
Introduction to Applying SoTL beyond the Individual Classroom

Overview, Framework, and Two Examples

KATHLEEN MCKINNEY, JENNIFER FRIBERG, AND MARIA MOORE
Purpose, Definitions, Context, and Contributions
O UR PURPOSE FOR this edited volume is to share with others in the higher-education community exemplary scholarship of teaching and learning (SoTL) projects and the applications of what is learned to levels beyond the individual classroom. We discuss our framework about these practices, including the sources of SoTL results for application, the levels at which SoTL results and implications can be applied, and the existing institutional and disciplinary mechanisms that can be used to apply SoTL findings. In addition, we share concrete, specific examples of SoTL research and applications, providing lessons learned or suggestions for others. These examples include two brief illustrations from our institution and nine others, in greater detail, by SoTL experts from around the globe, representing a variety of disciplines and institutional types. 1
Defining SoTL
This volume, with its focus on the application of SoTL results, knowledge, or implications to levels broader than the individual classroom, represents a new direction for considering SoTL. We are asking readers to view research on teaching and learning with a slightly different lens, to see the perspectives of SoTL stakeholders using SoTL outside the traditional one-classroom setting in higher education. Thus, it seems appropriate to explicitly define our conception of SoTL to calibrate with our readers and contextualize the work of our contributors in this volume.
We ascribe to what many SoTL scholars refer to as the big tent conceptualization of SoTL as an expansive space accepting of diversity in thought, disciplinary approach, methodology, and breadth that was first described by Huber and Hutchings in 2005. More recently, Kathleen McKinney (2014) summarized their thinking regarding the implications of the big tent conception of SoTL as follows:

There have been many discussions in writings and at conferences about the big tent of SoTL since Huber and Hutchings coined the term in 2005. They with Ciccone (2011, pg. 9) argued there are narrow constructionists who stress how SoTL is, presumably in form, closely related to traditional academic research (with some allowances for practitioner, local inquiry). Then there are broad constructionists or big tent advocates who view SoTL as including much more than a form of academic research into our students learning. Rather, in [this] big tent view, SoTL covers a wider range of work (documentation, reflection, inquiry) in greater or lesser degrees of polish, made public in forums with nearer or farther reach.
In 1998, Illinois State University (ISU) was among the first institutions to create and adopt a formalized definition of SoTL. Focused on the teaching and learning of ISU students, it reads as follows: SoTL is the systematic reflection and/or study of teaching and learning made public. 2 Purposefully written to broadly define SoTL and be as inclusive as possible while still giving meaning to the field, this definition was intended to encourage and support SoTL across disciplinary boundaries, acknowledging differences in questions, methods, and ways in which SoTL might be shared with others. It is this definition that was used as the foundation for considering all work shared in this volume. Thus, in using this definition for SoTL, we embrace the big tent and value a continuum for SoTL-from reflections to more formal investigations and from local informal to international and traditional ways of making SoTL public-as being illustrative of SoTL work that has both merit and a foundation for application beyond the individual classroom level. In addition, though we agree with many others that SoTL is learning-focused, this focus may be directly on student learners or, less often, indirectly on student learning by looking at teachers, teaching, and their impacts. We acknowledge the ongoing debate among SoTL scholars about defining SoTL and understand that it is unlikely our definition for SoTL will match with that of all other teaching and learning scholars. However, given the diversity in discipline, training, institution type and culture, interests, and nationality represented within this work (features of SoTL scholars noted by McKinney 2014), a broad conception of SoTL necessarily serves as the con