What is SoTL?

What is SoTL?

PRI NCI PLE S By: AP DR NOREEN IZZA ARSHAD OF 1 2 3 4 5 GO OD PRA CT ood G f ry o arning i u q In t Le n e d ext t stu n o in c d

e nd d u n o u s Gro ally c i hip s g r o l e odo artn h p t e n i M ted nd c a u blic , d s u

n t p n Co tely ude t a i s r h p o wi t Appr ICE IN S O TL Peter Felten , Principles of Good Practice in SoTL. Teaching & Learning Inquiry, Volume 1, Issue 1, pp. 121 125, 2013. CLASSROO MORIENTED WITH A TEACHING PROBLEM A DISCIPLINEBASED QUESTION LINKED CLASSROOM ORIENTED TO WHAT THEY SEE IN THE LEARNING, OR THE

MISUNDERSTANDI NG, OF THEIR OWN CONTINUUM STUDENTS FROM CLASSROOM INQUIRY TO RIGOROUS EDUCATIONAL RESEARCH RATHER THAN THEORY- OR HYPOTHESISDRIVEN Peter Felten , Principles of Good Practice in SoTL. Teaching & Learning Inquiry, Volume 1, Issue 1, pp. 121 125, 2013. Focused, critical inquiry into a well defined aspect of student learning Must have clear goals and be critically reflective Disciplinary knowledge or skill developmen t Cultivation of attitudes or habits

that connect to learning 1. Inquiry Into Student Learning Explorations of how a teaching and teachers influence student learning Focuses on students Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development 18(1), 57-75. Glassick, C.E., Huber, M.T., & Maeroff, G.I. (1997). Scholarship assessed: Evaluation of the professoriate. Hoboken, NJ: Jossey-Bass. Grounded on both scholarly and local context 2. Ground ed In Context Considerations of good practice different environments, numbers of students, methodologies, where that work is being done etc.

Builds on what is known, using relevant theory, practice-based literature, and prior research to establish a firm foundation for inquiry Rooted in particular classroom, disciplinary, institutional and cultural contexts Glassick, C.E., Huber, M.T., & Maeroff, G.I. (1997). Scholarship assessed: Evaluation of the professoriate. Hoboken, NJ: Jossey-Bass Huber, M.T., & Hutchings, P. (2005). The advancement of learning: Building the teaching commons. San Francisco: Jossey-Bass. Social science research methods became influential because these approach had been developed to study learning and development Regardless of the methods employed, the intentional and rigorous application of research tools

must connect the question for inquiry to student learning 3. Methodologica lly Sound SoTL practitioner s have struggled with methodolog ical questions Disciplinary styles different disciplines incline toward different questions and distinct ways of collecting and analyzing evidence of student learning Huber, M.T. & Morreale, S.P., Eds (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. Must follow the basic ethics of human

subjects research Engagin g students in the inquiry process More authenti c coinquiry The expansion of the teaching intervention s to include students 4. Conduct ed in partners hip with studentsA commitment to more shared responsibilities for learning among students and teachers, a more democratic intellectual community Hutchings, P. (2000). Opening Lines: Approaches to the Scholarship of Teaching and Learning Palo Alto, CA: Carnegie Foundation for the

Advancement of Teaching. Hutchings & Huber in Werder & Otis, 2010, p. xii Requires that both the process and the products of inquiry are public so that colleagues can critique and use the work Going public Communicati on 5. Appropria tely public Publication in internation al scholarly journals Reports at national conference s Conversations with colleagues None

Levels Of SoTL New : Ask her own question about student learning More experienced: Weigh the relative strengths and weakness of past or future inquiries Broader SoTL programs: Comparison and contrast across diverse projects and disciplines, perhaps even leading to the creation of a rubric Institutional level: Moving toward more collaborative inquiry Gale, R. (2008). Points without limits: Individual inquiry, collaborative investigation, and collective scholarship. In D.R. Robertson & L.B. Nelson (Eds.), To improve the academy: Resources for faculty, instructional, and organizational development, 26 (pp. 39-52). San Francisco: READINGS : Growing the Scholarship of Teaching and Learning through Institutional Culture Change Principles of Good Practice in SoTL The Scholarship of Teaching and Learning and Student Assessment A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning

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