scholarship of teaching and learning...
TRANSCRIPT
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Scholarship of Teaching and Learning
Described Developing a shared understanding of
systematic scholarly inquiry into student learning
Richard A. Gale, Director Institute for Scholarship of Teaching and Learning
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Sense of Direction
• Starting from the same place – History & description
• Moving in the same direction – Implication & application
• Considering where to go from here – Possible trajectories & likely opportunities
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History (101)
• Ubiquity of inquiry and improvement • Carnegie Foundation for the Advancement of Teaching
– Surveys and studies on faculty work (pre 1990) – Scholarship Reconsidered (1990) – Scholarship Assessed (1997) – Carnegie Academy for the Scholarship of Teaching and Learning
(1998-2005)
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History (102)
• Canadian Leadership Forum on Scholarship of Teaching and Learning, University of Toronto Scarborough (2005)
• HEQCO/STLHE Sponsored Research Symposium (2008) and publication of Taking Stock (2010)
• Canadian Leadership Forum on Scholarship of Teaching and Learning, Mount Royal University (2010)
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Description
• Scholarship Described … not defined – Descriptions abound, some
better than others – Definitions are most
successful when local – Distinctions can be helpful
as a place to begin
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Useful Distinction
• Skillful Teaching … actions demonstrating awareness, excitement, preparation, reflection, responsiveness, and more … fosters critical engagement and active learning … includes thoughtful assessment
• Scholarly Teaching … instruction informed by the latest ideas in the field … using insights/innovations about teaching/learning from the field … striving for improvement of teaching/learning for the field
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Useful Distinction
• Scholarship of Teaching and Learning … rigorous evidence-based research conducted by teachers in their own classrooms … seeing, gathering, interpreting compelling evidence of student learning … peer reviewed and publicly disseminated findings and insights about how, where, why students learn … influences teaching, learning, scholarship beyond the local … operates through an ongoing cycle of inquiry
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Describing the Cycle of Inquiry
• Observation – what you see leads to questions about learning
• Investigation – what you need to know leads to inquiry into learning
• Examination – what you find leads to a claim about learning
• Validation – what you offer (question through claims) for peer review
• Dissemination – what you share to prompt greater understanding
• Observation – what else you see as a result of previous research
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Implication and Application • For student learning
– Observation-based inquiry – Fine-grained data collection – Practice-based improvement – Learning-centric investigation
• For the bigger picture – Coordinating with other initiatives – Connecting with mission/mandate – Working toward significant impact – Asking questions that matter to
students, to academe, to our culture, to our world
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Trajectories and Opportunities
• How might we coordinate different approaches to understanding and improving student learning?
• How will we use what we already know, or are trying to know, as a guide to evidence-based research?
• How can scholarship of teaching and learning complement and dovetail with other sources of data being gathered?
– student evaluation of teaching … program reflection and review – campus assessment initiatives … institutional analysis and surveys – provincial concerns and commitments … national organizations and activities – NSSE, FSSE, CLA, and many, many others
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Questions and Comments
• One of many starting points
• Differences in place and purpose
• Considerations as we move forward
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Next Steps
• NSSE, FSSE & the uses of student data
• Panel of Presidents & the institutional agenda
• Panel of Experts & the wider implications