6 of 53

Scholarship of Teaching & Learning

Definition?�

Opportunities?�

Challenges?

Google Doc Handout

LEARNING OUTCOME

ACTIVITY

7 of 53

Boyer’s (1990) Model of Scholarship

The scholarship of discovery that includes original �research that advances knowledge;�
The scholarship of integration that involves synthesis �of information across disciplines, across topics within �a discipline, or across time;�
The scholarship of application (also later called the scholarship of engagement) that goes beyond the service duties of a faculty member to those within or outside the University and involves the rigor and application of disciplinary expertise with results that can be shared with and/or evaluated by peers; and�
The scholarship of teaching and learning that the systematic study of teaching and learning processes. It differs from scholarly teaching in that it requires a format that will allow public sharing and the opportunity for application and �evaluation by others.

9 of 53

CASE STUDY

Mount Royal University

Calgary, Alberta

10 of 53

Classroom Survey of Student Engagement (CLASSE)

Five clusters of effective educational practice (benchmarks)

Active and collaborative learning
Student interactions with faculty members
Level of academic challenge
Enriching educational experiences
Supportive campus environment

11 of 53

First Year Undergraduate Courses�

BIOL1202 – Introduction to Cell Biology� COMM1610 – Tools for Information Designers � CYCC1110 – Fundamental Skills in Interviewing� ECON1101 – Principles of Microeconomics	GNED1102 – Controversies in Science � MGMT2262 – Business Statistics I � MGMT2275 – Creativity in the Workplace

12 of 53

Data Collection

Online surveys

CLASSE (NSSE) + EDUCAUSE Center for Applied Research (ECAR)
Administered to both students and faculty

Student focus group lunches
Blackboard usage, final course grades and withdrawal/retention rates
Instructor interviews
Instructor focus group lunch

13 of 53

Final Marks vs Active & Collaborative Learning Indicators

14 of 53

Blackboard as the Course “Base Camp”

15 of 53

Final Marks vs Blackboard Use

16 of 53

Correlations between Engagement, Blackboard Use and Intensity of Technology Use

Engagement Indicators	Blackboard Use	Intensity of Course-related Technology Use
Active and collaborative learning	r=0.177**	r=0.482**
Student-faculty interaction	r=0.189**	r=0.413**
Level of academic challenge	r=0.187**	r=0.339**
		**p<0.01

Differences in mean final grade by ACL quartile were statistically significant (p=0.002).

When quartiles were collapsed into 2 groups (i.e. 1&2 and 3&4), effect size (Cohen’s d) was calculated at 0.70, a moderate (approaching large) effect size which is of practical significance in educational contexts. (in other words, the final grade of students in the upper half of ACL score was both statistically and “clinically” higher than that of students among the lower half of ACL scores.)

Important to remember that this association between ACL and final grade does not imply causation. Some might argue that the brightest and most motivated students are likely to be the most active learners, and it is their aptitude and motivation that accounts for their achievement, not active and collaborative learning.

(finding some way to control for student aptitude in these analyses would be very helpful (e.g. incoming GPA).

17 of 53

Course Satisfaction

97% - agreed/strongly agreed that the � technologies used in this course � were appropriate for performing � the assessment tasks required�

92% - agreed/strongly agreed that � they would recommend

this course to other students

18 of 53

Most Effective Aspect of Courses

Interactive Technology Tools and Resources

Blackboard Plus

Class Projects

In and out of class; in person and virtually

Instructor

Knowledge of the course content
Desire for students to succeed

19 of 53

Least Effective Aspect of Courses

Workload

Overwhelming work load
Fast paced
Too much reading�

Out of class time

Lack of clear directions
Online labs and tutorials�

Inquiry based learning

Emphasis on self-directed learning

20 of 53

Blended Faculty Community of Inquiry

Before face-to-face (FTF) session�
FTF session�
After FTF session�
Preparation for next FTF session

21 of 53

Redesign of an existing course for blended �and online learning – making one’s implicit �assumptions about a course explicit�
Triggering of new ideas and perspectives about teaching and learning

Support – community members realize they are not alone in experiencing a particular issue or concern (importance of participation and shared understanding which leads to a sense of “trust and risk taking” within the group)

Triggering Events

22 of 53

Community Web Space

23 of 53

Pre-readings

24 of 53

Social Bookmarking - Diigo

25 of 53

Adobe Presenter

27 of 53

Self-assessment Quizzes

28 of 53

Inquiry Cycle – Before FTF Session

Nature of Inquiry	Learning Activities	eLearning Tools/Resources
Learner Create a triggering event Advanced organizer Stimulate connections Teacher Determine learner prior knowledge or experience with the topic or issue	a) Reading/Writing Pre-reading assignment or activity on a specified topic or issue Followed by a self assessment quiz, survey, or discussion forum b) Listening/Writing Auditory/Visual presentation of information Followed by a self-assessment quiz, survey or discussion forum activity	i) Communication Announcements section of an LMS Group email feature within an LMS Discussion forum ii) Posting or linking to pre-reading assignments Web-based library indexes and abstracts Social bookmarking (Diigo) iii) Digital learning objects Podcasting Adobe Presenter Learning Object Repositories iv) Self-assessment quizzes v) Anonymous surveys

29 of 53

Utilizing experiential learning opportunities

Sharing experience with other teachers �and students

Sharing of stories (power of narrative)�
Creating an online discussion forum to capture the sharing�
Taking advantage of faculty mentors – people with previous FLC experience

Exploration

30 of 53

Quiz & Survey Feedback

31 of 53

Classroom Response Systems

32 of 53

Digital Learning Objects/Resources

33 of 53

Displaying Previous Course �Redesign Projects

34 of 53

Inquiry Cycle – During FTF Session

Nature of Inquiry	Learning Activities	eLearning Tools/Resources
Defining the triggering events (key questions) Beginning to explore the questions	a) Talking/Listening Dialogue with facilitator and community faculty members about the specified issue or topic Mini-lecture and/or tutorial addressing the results of the pre-session quiz or survey Large or small group discussion or activity Assistance with course redesign project	i) Displaying quiz or survey results ii) Conducting in-class quizzes and surveys to promote dialogue and small group work iii) Displaying digital learning objects and resources iv) Displaying assignments and previous course redesign work

35 of 53

Project focus – forces one to make �tentative course redesign decisions �(reification)�
Faculty regularly presenting project artifacts and/or issues to the community in order to get feedback from other members and to help confirm their own understanding�
Piloting portions of the projects with the student members of the community

Integration

36 of 53

Anonymous End of Week Survey

37 of 53

Announcements

38 of 53

Community e-Mail List

39 of 53

Online Discussion Forums

40 of 53

Group Project Areas

41 of 53

Virtual Meeting Spaces

42 of 53

Weblog – Reflective Journaling Tool

43 of 53

Wikis – Collaborative Writing Tool

44 of 53

Opportunities for Further Exploration

45 of 53

Inquiry Cycle – After FTF Session

Nature of Inquiry	Learning Activities	eLearning Tools/Resources
Further exploration and a start towards tentative integration through the ability to connect theory to practice/ application	a) Reading/Writing Anonymous class exit survey Online discussion with community participant moderation b) Talking/Listening + Reading/Writing Individual or group project meetings Preparation for next FTF Session a) Reading/Writing Pre-reading assignment or activity on a specified topic or issue Followed by a self assessment quiz, survey or discussion forum	i) Anonymous surveys ii) Communication Announcements Group and individual emails Online discussion forums Virtual meeting spaces iii) Individual and group project work Assignment folders within LMS Groups work area within LMS Weblogs Wikis iv) Opportunities for further exploration External links section within LMS

46 of 53

Intentionally engaging in the scholarship �of teaching and learning process�
Getting ethics approval (early) to formally �evaluate the course redesign project�
Collecting quantitative and qualitative data regarding student learning outcomes and perceived satisfaction related to the redesign�
Dissemination of results beyond the community – departmental, institutional, and external presentations and publications

Resolution/Application

47 of 53

Anonymous Survey Feedback

48 of 53

Archive Survey Feedback

49 of 53

Inquiry Cycle – Next FTF Sessions

Nature of Inquiry	Learning Activities	eLearning Tools/Resources
Resolution/ Application	a) Talking/Listening/Writing Review of online discussion activities Individual or group presentations Final group thoughts on the topic or issue Begin the dialogue on the next topic or issue	i) Displaying quiz or survey results ii) Display of online discussion forums Online discussion forums within LMS iii) Displaying course redesign project work

50 of 53

Reflections on SoTL

Improvement in higher education will require converting teaching from a “solo sport” to a “community-based research activity.”

(Herbert Simon, �Carnegie Mellon �University)�

51 of 53

Faculty Development – Buy In?

LEARNING OUTCOME

QUESTIONS

52 of 53

A Blended Faculty Community �of Inquiry: Linking Leadership, �Course Redesign and Evaluation �(Vaughan & Garrison, 2006)

LEARNING OUTCOME

RESOURCE

53 of 53

Ability to . . .

Identify and act upon factors that motivate faculty to engage in blended and online teaching�
Develop strategies and programs that reward, recognize, and support faculty engagement in blended and online teaching�
Design and implement a scholarship of teaching and learning (SoTL) approach

LEARNING OUTCOME

TAKEAWAYS

1 of 53

2 of 53

3 of 53

4 of 53

5 of 53

6 of 53

7 of 53

8 of 53

9 of 53

10 of 53

11 of 53

12 of 53

13 of 53

14 of 53

15 of 53

16 of 53

17 of 53

18 of 53

19 of 53

20 of 53

21 of 53

22 of 53

23 of 53

24 of 53

25 of 53

26 of 53

27 of 53

28 of 53

29 of 53

30 of 53

31 of 53

32 of 53

33 of 53

34 of 53

35 of 53

36 of 53

37 of 53

38 of 53

39 of 53

40 of 53

41 of 53

42 of 53

43 of 53

44 of 53

45 of 53

46 of 53

47 of 53

48 of 53

49 of 53

50 of 53

51 of 53

52 of 53

53 of 53