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Annual Review of SoTL

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Dear Fellow Scholars and BSP Faculty and Staff,

As a part of my post-SoTL Institute reflection, I've been giving some thought to SoTL per se. In doing so, I thought of a brief mental exercise. I shared this with Spencer and he thought it would be worthwhile sharing this with the group.

Here it is:

"You are chosen to design Annual Reviews Vol. 1 for SoTL. What will be the title of the series, and what will be your choices for the topic areas of the first ten chapters? (Better yet, who will write them?)"

I'll be curious to hear your answers!

Jim
_________________________ 

Teri Balser 7-27-08

my $0.02

Series title: "Beyond good teaching: the systematic exploration of our craft"

Part I Introduction and Background
1. Good teaching, scholarly teaching, and scholarship of teaching - history and exploration of newer approaches to teaching and learning
2. Disciplinary approaches to SoTL - how and why do the disciplines differ?
3. Collection and analysis of qualitative and quantitative data in SoTL
4. What is this thing called active learning (and when are lectures still a valid approach)?
5. Legalities and ethics in SoTL (IRB and other strange beasts)

Part II Cases and Studies - how do we do SoTL?
6. Think alouds - making the invisible visible
7. Using video
8. Surveys to assess learning gains and attitude
9. Assessing teams and groups

Part III
10. Conclusions/synthesis
_______________________________________

Mary Pat Wenderoth 7-27-08

1-  the role of science education researcher in the Academe
2-  the next big questions in SoTL STEM
3-  Major contribution to SoTL in 2007

revision to chap 1 title: Good teaching, scholarly teaching, and scholarship of teaching - history and exploration of Evidence-based approaches to teaching and learning   
    ( get Lee Shulman or Tony C. to contribute a piece on topic)

_____________________________________________


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Hi - here's my $0.02. I think this would be cool on the Wiki, except that I wouldn't have seen it. But you could tell us in an email to go check it out?
teri


Series title: "Beyond good teaching: the systematic exploration of our craft"

Part I Introduction and Background
1. Good teaching, scholarly teaching, and scholarship of teaching - history and exploration of newer approaches to teaching and learning
2. Disciplinary approaches to SoTL - how and why do the disciplines differ?
3. Collection and analysis of qualitative and quantitative data in SoTL
4. What is this thing called active learning (and when are lectures still a valid approach)?
5. Legalities and ethics in SoTL (IRB and other strange beasts)

Part II Cases and Studies - how do we do SoTL?
6. Think alouds - making the invisible visible
7. Using video
8. Surveys to assess learning gains and attitude
9. Assessing teams and groups

Part III
10. Conclusions/synthesis
Posted 03:46, 28 Jul 2008
Teri
nice start


my additions


1- the role of science education researcher in the Academe
2- the next big questions in SoTL STEM
3- Major contribution to SoTL in 2007


revision to chap 1 title: Good teaching, scholarly teaching, and scholarship of teaching - history and exploration of Evidence-based approaches to teaching and learning
( get Lee Shulman or Tony C. to contribute a piece on topic)






MP


Mary Pat Wenderoth
Posted 03:47, 28 Jul 2008
Hi All,

In the introduction I would also include a section on why SoTL is “valid” research. Many of my tenure-track colleagues respond with, “Oh, but you don’t do any real research” when I describe the research I do in my classroom. (Granted, until now, it has been a floundering attempt at research for my own benefit — I look forward to formalizing it in the year to come!) Of our 44 faculty in our biology department, I know of only 4 who conduct structured educational research. You all are familiar with the attitude. I would love a chapter I could photocopy and put in 44 mailboxes. If for no other reason, I would like our faculty to know there are tried and tested teaching methods published and available for use in our classrooms.

Interesting question, Jim. And good start, Teri and Mary Beth. Do we have to limit it to 10 chapters? Seems we could also add chapters on other tools we learned about (rubrics, concept maps, etc.) and the publishing and funding of all this research.

Which brings me to an off-topic question I wish I had asked in DC: What sources of funding are available for SoTL research? What do you all plan on using? For this year, I plan on using myself and my personal funds — but in the years to come, what’s available?

Cheers,
Bethany
Posted 03:47, 28 Jul 2008
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