The Scholarship of Teaching and Learning

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The Scholarship ofTeaching and Learning

• Karl A. Smith
• University of Minnesota
• ksmith_at_umn.edu
• www.ce.umn.edu/smith

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Participant Survey

• Published articles on teaching learning?
• Subscribe to teaching journals?
• Read/skim teaching journals?
• Attended teaching conferences/workshops?
• Other activity in scholarship of teaching and
  learning?

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Scholarship Reconsidered Priorities of the
Professoriate Ernest L. Boyer The Scholarship of
Discovery, research that increases the storehouse
of new knowledge within the disciplines The
Scholarship of Integration, including efforts by
faculty to explore the connectedness of knowledge
within and across disciplines, and thereby bring
new insights to original research The
Scholarship of Application, which leads faculty
to explore how knowledge can be applied to
consequential problems in service to the
community and society and The Scholarship of
Teaching, which views teaching not as a routine
task, but as perhaps the highest form of
scholarly enterprise, involving the constant
interplay of teaching and learning.
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Faculty involved in SOTL frame and
systematically investigate questions related to
student learningthe conditions under which it
occurs, what it looks like, how to deepen it,
etc. and do so with an eye not only to improving
their own classrooms but also to advancing
practice beyond it. What differentiates SOTL
from the ongoing self-assessment of our own
teaching is that it is public, peer-reviewed and
critiqued, and exchanged with other members of
our professional communities. Pat Hutchings
and Lee Shulman of the Carnegie Foundation
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Scholarly Teaching and the Scholarship of
Teaching and Learning

• Scholarly teaching The instructor
• is aware of modern pedagogical developments and
  incorporates them in his/her teaching where
  appropriate
• reflects on, assesses, and attempts to improve
  his/her teaching (classroom research)
• Scholarship of teaching and learning Research,
  publication, possibly grants on work related to
  education

Shulman Hutchings
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The Basic Features of Scholarly and Professional
Work

• The activity requires a high level of discipline-
  related expertise.
• The activity breaks new ground, is innovative.
• The activity can be replicated or elaborated.
• The work and its results can be documented.
• The work and its results can be peer-reviewed.
• The activity has significance or impact.

Adapted from Diamond R. Adam, B. 1993.
Recognizing faculty work Reward systems for the
year 2000. San Francisco, CA Jossey-Bass.
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Basic Features of Professional and Scholarly Work

• It requires a high level of discipline-related
  expertise
• It is conducted in a scholarly manner with clear
  goals, adequate preparation, and appropriate
  methodology
• The work and its results are appropriately and
  effectively documented and disseminated. This
  reporting should include a reflective critique
  that addresses the significance of the work, the
  process that was used, and what was learned.
• It has significance beyond the individual
  context.
• It breaks new ground or is innovative.
• It can be replicated or elaborated on.
• The work both process and product or result is
  reviewed and judged to be meritorious and
  significant by a panel of ones peers.

Diamond, R., The Mission-Driven Faculty Reward
System, in R.M. Diamond, Ed., Field Guide to
Academic Leadership, San Francisco Jossey-Bass,
2002
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Guiding Principles forScientific Research in
Education

1. Question pose significant question that can be
   investigated empirically
2. Theory link research to relevant theory
3. Methods use methods that permit direct
   investigation of the question
4. Reasoning provide coherent, explicit chain of
   reasoning
5. Replicate and generalize across studies
6. Disclose research to encourage professional
   scrutiny and critique

National Research Council, 2002
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http//www.carnegiefoundation.org/CASTL/highered/i
ndex.htm (Accessed 9/21/04)
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Cooperative Learning

• Theory Social Interdependence Lewin Deutsch
  Johnson Johnson
• Research Randomized Design
• Practice Formal Teams/Professors Role

Theory
Research
Practice
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CAEE Vision for Engineering Education
 Center for the Advancement of Engineering
Education Cindy Atman, Director
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CAEE Team

• University of Washington
• Colorado School of Mines
• Howard University
• Stanford University
• University of Minnesota
• CAEE Affiliate Organizations
• City College of New York (CCNY), Edmonds
  Community College, Highline Community College
  (HCC), National Action Council for Minorities in
  Engineering (NACME), North Carolina AT (NCAT),
  San Jose State University (SJSU), University of
  Texas, El Paso (UTEP), Women in Engineering
  Programs Advocates Network (WEPAN) and Xavier
  University

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CAEE - Elements for Success

• Scholarship on Learning Engineering
  Learn about the engineering student experience
• Scholarship on Engineering Teaching Help
  faculty improve student learning
• Scholarship on Engineering Education Institutes
  Cultivate
  future leaders in engineering education

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CAEE Approach
Theory
Research that makes a difference . . . in theory
and practice
Research
Practice
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Center for the Integration of Research, Teaching,
and Learning (CIRTL) NSF Center for Learning
and Teaching University of Wisconsin -
Madison Michigan State University Pennsylvania
State University
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develop a national STEM faculty ...
UNDERGRADS Community College Liberal
Arts HBCU Masters University Comprehensive
Univ. Research University
FACULTY Community College Liberal
Arts HBCU Masters University Comprehensive
Univ. Research University
100 RUs gt 80 Ph.Ds
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Teaching-as-Research
The nation must develop STEM faculties who
themselves continuously inquire into their
students learning.

• Engagement in teaching as engagement in STEM
  research
• Hypothesize, experiment, observe, analyze,
  improve

• Aligns with skills and inclinations of
  graduates-
• through-faculty, and fosters engagement
  in
• teaching reform

• Leads to self-sustained improvement of STEM
  education

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A Work-in-Progress NAE Center for the
Advancement of Scholarship on Engineering
Education

• Norman L. Fortenberry, Sc.D.
• Director, CASEE
• http//www.nae.edu/CASEE
• nfortenb_at_nae.edu
• [phone]

November 8, 2003
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CASEE Mission

• Enable engineering education to meet, in a
  significantly better way, the needs of employers,
  educators, students, and society at large.

CASEE Objectives

• Working collaboratively with key stakeholders,
  CASEE
• Encourages rigorous research on all elements of
  the engineering education system, and
• Seeks broad dissemination, adoption, and use of
  research findings.

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Research Thrust Areas

• 1. Define the bodies-of-knowledge required for
  engineering practice and use of engineering study
  for other careers.
• 2. Develop strategies that value diversity in the
  formulation and solution of engineering problems.
• 3. Develop cost-effective and time-efficient
  strategies and technologies for
• Improving student learning, and
• Enhancing the instructional effectiveness of
  current and future faculty.
• 4. Develop assessments of student learning and
  instructional effectiveness.

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Conducting Rigorous Research in Engineering
Education Creating a Community of Practice

• NSF-CCLI-ND
• American Society for Engineering Education
• Karl Smith Ruth Streveler
• University of Minnesota
• Colorado School of Mines

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Rigorous Research Workshop

• Initial Event for year-long project
• Presenters and evaluators representing
• American Society for Engineering Education (ASEE)
• American Educational Research Association (AERA)
• Professional and Organizational Development
  Network in Higher Education (POD)
• Faculty funded by two NSF projects
• Conducting Rigorous Research in Engineering
  Education (NSF DUE-0341127)
• Strengthening HBCU Engineering Education Research
  Capacity (NSF HRDF-041194)
• Council of HBCU Engineering Deans
• Center for the Advancement of Scholarship in
  Engineering Education (CASEE)
• National Academy of Engineering (NAE)

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Boyer, Ernest L. 1990. Scholarship reconsidered
Priorities for the professoriate. Princeton, NJ
The Carnegie Foundation for the Advancement of
Teaching. Diamond R. Adam, B. 1993.
Recognizing faculty work Reward systems for the
year 2000. San Francisco, CA
Jossey-Bass. National Research Council. 2002.
Scientific research in education. Committee on
Scientific Principles in Education. Shavelson,
R.J., and Towne, L., Editors. Center for
Education. Division of Behavioral and Social
Sciences and Education. Washington, DC National
Academy Press. Shulman, Lee S. 1999. Taking
learning seriously. Change, 31 (4),
11-17. Smith, Karl A., Petersen, Renee P.,
Johnson, David W. Johnson, Roger T. 1986. The
effects of controversy and concurrence seeking on
effective decision making. The Journal of Social
Psychology, 126 (2), 237-248. Wankat, P.C.,
Felder, R.M., Smith, K.A. and Oreovicz, F. 2001.
The scholarship of teaching and learning in
engineering. In Huber, M.T Morreale, S.
(Eds.), Disciplinary styles in the scholarship of
teaching and learning A conversation. Also
presented at American Association for Higher
Education Faculty Roles Rewards Conference,
February, 2001.