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Wednesday, March 9, 2011 Luncheon
“Integrating Outcomes Assessment and Scholarship of Teaching and Learning”
Richard Gale
In “Opening Doors to Faculty Involvement in Assessment,” Pat Hutchings
suggested that “campus leaders of assessment and those charged with
advancing the scholarship of teaching and learning should explore shared
agendas and practices.” For those of us involved in promoting and
producing scholarship of teaching and learning, this is a natural
confluence of complementary ideas and actions—indeed, the dialogue between
scholarship of teaching and learning and outcomes assessment has been
ongoing for decades. But what are the conditions necessary to integrate
these practices and agendas institutionally or programmatically, for the
benefit of all students? This presentation focuses on the role systematic
scholarly inquiry into student learning can and indeed should play in
long-term and cross-institutional assessment, with particular emphasis on
scholarship of teaching and learning as both a driver of and vehicle for
significant campus change, taking into account both the risks and benefits
of such an endeavor.
Thursday, March 10, 2011 Luncheon
“Helping First Time Practitioners Engage in the Scholarship of Teaching and Learning”
Bill Cerbin
The Scholarship of Teaching and Learning is unfamiliar terrain for most college teachers. Those interested in this type of inquiry often do not know where or how to begin. Consequently, many never do. Moreover, first time investigators encounter multiple “how to” challenges—how to formulate a research question about teaching and learning, how to collect evidence, how to navigate the Institutional Review Board process, how to analyze evidence, how to document their work, and more. Each part of the process can derail teachers' efforts and bring their work to a halt. This presentation examines low threshold strategies to help novice practitioners plan and carry out scholarship of teaching and learning projects. I will focus on ways to: 1) identify researchable problems, 2) gather and analyze evidence and 3) cope with obstacles that impede instructors' progress.
Friday, March 11, 2011 Luncheon
“Faculty Inquiry Networks in the Scholarship of Teaching and Learning”
Jennifer Meta Robinson
Scholarship of teaching and learning as a field is built on the expertise and insights of individuals focused on understanding and enhancing the learning of real higher education students in real educational settings. But that does not mean that the work of the scholarship of teaching and learning has to be solitary. Small-scale faculty inquiry networks offer entry into a community of scholars, so that the exploration and risk-taking inherent in improving teaching is supported while at the same time preparing that work for broader audiences. This presentation will pose several successful projects as models for small-scale networks within and across departments. The discussion of them will focus on ways to use existing resources and opportunities to advance local knowledge and scholarship in collaborative settings. The presentation will also suggest ways in which SOTL Commons presenters can expand their new and existing local networks to intersect with inter-institutional ones.
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