The Scholarship of Teaching and Learning (SOTL)

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Implementing the Scholarship of Teaching and
Learning (SOTL)
We will -Define SOTL -Identify types of SOTL
projects -Examine steps of SOLT
projects -Identify resources to develop SOTL
projects -Evaluate potential SOTL
projects Scott Cottrell, Ed.D. Assistant
Professor scottrell_at_hsc.wvu.edu 304-293-0410
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What is the SOTL?

• The scholarship of teaching and learning is an
  investigation of a problem relating to teaching
  or learning.
• The study of the problem is realized through
  methods appropriate to disciplinary
  epistemologies (e.g., quasi-experimental design,
  case studies), and the results are communicated
  to peers for critical reflection (e.g., journals,
  conference presentations, online delivery).

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What is Considered Scholarship?

• www.aamc.org/mededportal
• PowerPoint Presentations
• Web Sites
• Virtual Patients
• Lab Guides
• CD-ROMs
• Cases (PBL, OSCE, Team Learning, CPC, etc)
• Faculty Development Resources

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Why is SOTL important?

• ? SOTL breaks down barriers between research and
  teaching.
• ? SOTL yields an opportunity for teachers to
  frame their existing responsibilities as an
  investigation.
• ? SOTL allows teachers to present educational
  reforms and innovations to peers for critical
  reflection.
• SOTL helps satisfy expectations of research in an
  academic institution.
• (AAMC- Advancing Educators and Education
  Defining the Components and Evidence of
  Educational Scholarship)
• ? SOTL focuses on student learning and its
  improvement.

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What is the purpose of research?

• Describe- pharmacy students academic success
  across demographics
• Predict- e.g., residents professional behavior
  in future practice
• Improve- e.g., effectiveness of intervention to
  improve teaching skills of nursing faculty
• Explain- subsumes all three

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Distinction Between SOTL and Assessment
Cottrell, S.A. (2006). A Matter of Explanation
Assessment, Scholarship of Teaching and their
Disconnect with Theoretical Development. Medical
Teacher. 28(44), 305-08.
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What is a theory?

• A theory is an explanation of events in terms of
  the structures and processes that are presumed to
  underlie them.
• Theory consists of constructs that specify how
  the constructs are related.

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What is a construct?

• A construct is a type of concept used to describe
  a structure of process that is hypothesized to
  underlie particular observable phenomenon.
• e.g., residents professionalism, teaching
  skills, motivation, leadership

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Important Caveat
Dont confuse theory with principles!! For
example, adult learning principles are not a
theory. Most researchers use theory much like a
drunkard uses a light post more for support
than for illumination.
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Example of Confusing Principles with Theory

• Educators should encourage students to exercise
  an innate ability to self-assess and evaluate
  their ability to perform a task.
• This belief has set the stage for several studies
  that examine students self-assessment skills in
  a variety of learning contexts.

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Assumption is not Supported with Theoretical
Support

• How do they know what they dont know

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Self Assessment? Dont Bother

• Kruger and Dunning's research, for example,
  argues that learners who have clear deficits and
  would most likely benefit from self-assessment
  tend to be poor self-evaluators relative to
  learners who are doing well.
• Self-Reflection? - A potential construct for
  exploration, which is not related to accuracy of
  evaluation skills.

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The Essentials of SOTL

• Identify a problem relating to teaching and
  learning
• Articulate research questions
• 3. Adequate preparation/literature review
• Identify an appropriate research design to answer
  your question
• Analyze the assessment results to address the
  research problem
• Connect results with extant research findings
• 7. Dissemination

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The Essentials of SOTL

• Identify a problem relating to teaching
• and learning?
• Examples
• We need to improve residents teaching skills.
• How should we implement 360 evaluations?
• Are self-evaluations helpful??
•  

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Articulate Research Questions

• 2. Define exactly what is it you want to
• know?
• Example
• What impact does on online course have on nursing
  students interest in teaching, knowledge of
  educational theory, and assessment skills?

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The Essentials of SOTL

• 3. Adequate preparation
• Informing investigation with existing literature
  and a theoretical framework offers several
  advantages, including
• Direction
• Focus
• Coordination

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Essentials of SOTL

• Identify an appropriate research design to
• answer your question.

4. Identify an appropriate research design to
answer your question Things to consider How are
your questions framed? A good question lends
itself well to a particular research
design. Disciplinary epistemologies (e.g.,
quasi-experimental design, case studies)
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Essentials of SOTL

• Identify learning expectations by developing
• measurable learning objectives.
• Examples include
• The resident will be able to communicate
  complicated material to medical students.
• The resident will be able to identify three
  strategies to partner with health care managers
  and health care providers to assess, coordinate,
  and improve health care.
• The medical student will be able to demonstrate
  compassion for a patient, as evidenced by sitting
  down to communicate important information,
  maintaining direct eye contact and
  listening/responding to questions.

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Essentials of SOTL
Operationalize Identify existing or create new
assessment methods to capture evidence
that the residents acquired the learning
objectives.
Examples include Patient evaluations of the
resident Chart reviews Written exams Student
evaluations Journals Clinical exams
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OperationalizeConsiderations for Assessment
Tools
SOAP

• Credible
• Comprehensive
• Reliable
• Valid
• Content
• Concurrent
• Predictive
• Construct
• Consequential

• Useful/Practical in your program

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SOAP
Example of a Blueprint for Articulating Objectives

? Dont Know or Potential opportunities to
incorporate
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Essentials of SOTL

• Analyze the assessment results to answer the
• research problem.

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Contributing Scholarship

• 6. Connect results with extant research
• findings.
• Otherwise, your results are isolated.

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Essentials of SOTL
7. Dissemination - Effective communication of
work to intended audiences helps move forward
what is collectively known about the phenomenon.
- It also invites reflective critique to
improve quality of future work.
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Examples of SOTLat WVU
Dr. Paul Ogershok recognized that teaching basic
information about pediatric medicine was little
fun for both faculty and students. Therefore, he
designed a game to help students acquire a strong
foundation of pediatric medicine. He wanted to
know if students learned from the game, and
whether students reflected that the game was a
useful learning opportunity. As evidenced by
student comments and observations on evaluation
forms, it was determined that the game was a
valuable and fun way to help students comprehend
important information. .
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Where do I Publish??

• http//www.mlb.ilstu.edu/ressubj/subject/educat/so
  tl.htm
• Multidisciplinary
• Journal of Continuing Education in Nursing
• Journal of Nursing Education
• Journal of Instructional Psychology
• Biochemistry and Molecular Biology Education
• Chemical Educator
• Journal if the International Association of
  Medical Science Educators

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Quality of Research?

• What population was it based?
• Does it clearly explain constructs?
• Does it generate questions?
• Is it practical?

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Submitting AbstractsEvery Word Counts

• 1. Identify clearly the purpose of you work.
• Why is it important?
• 2. Rely on literature to frame an argument.
• Explain the methodology like I am a three-year
  old?
• Results Just the facts.
• Discussion Was purpose achieved? Limitations?
  How does it contribute to literature?
• Conclusion How does your work contribute to
  scholarship? New directions for research? What
  is the take-home message?

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Activity/Exercise
Identify at least one problem you would like to
address about teaching and learning. Consideratio
ns What specific objectives would you like
students/residents/faculty to learn? What
assessment methods would help you determine
whether the objectives were acquired? What are
your thoughts about methodology?
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References
Beattie DS.  Expanding the View of Scholarship
(Editorial).  Academic Medicine, Vol 75, N0. 9 /
September, 2000, pp. 871-876. Bloom, B.S. (ed.).
Taxonomy of educational objectives The
classification of educational goals. Handbook 1
Cognitive domain. White Plains, N.Y. Longman,
1956. Boyer, E.L. Scholarship reconsidered
Priorities of the professoriate. Princeton, N.J.
Carnegie Foundation for the Advancement of
Teaching 1990. Cottrell, S.A. (2006). A Matter
of Explanation Assessment, Scholarship of
Teaching and their Disconnect with Theoretical
Development. Medical Teacher. 28(44),
305-08. Cottrell, S.A. Jones, B.A. (2002).
Researching the scholarship of teaching and
learning An analysis of current curriculum
practices. Innovative Higher Education, 27, 3,
10-16. Cross, K.P. Classroom research
Implementing the scholarship of teaching. San
Francisco Jossey-Bass 1996. Huba, M.E.
Freed, J.E. Learner-centered assessment in
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teaching to learning. Needham Heights, MA Allyn
Bacon 2000. Fincher RE, Simpson DE, Menin SP,
Rosenfeld GC, Rothman A, McGrew MC, Hansen PA,
Mazmanian PE, and Turnbull JM.  Scholarship in 
Teaching An Impreative for the 21st Century. 
Academic Medicine, Vol 75, N0. 9 / September
2000, pp. 887-894.  Palomba, M.B. Banta, T.W.
Assessment essentials Planning, implementing,
and improving assessment in higher education. San
Francisco Jossey-Bass 1999. Shulman, L.S.
(1998). Course anatomy The dissection and
analysis of knowledge through teaching. In
Hutchings, P. (eds.), The course portfolio How
faculty can examine their teaching to advance
practice and improve student learning. (pp.
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Higher Education.