Presentation to the Quinnapiac Faculty Scholars, August 24, 2010

1. Essentials of the Scholarship of Teaching and Learning Darren Cambridge Quinnipiac University August 24, 2010

2. Inquiry Inquiry is at the heart of all scholarly activity SoTL is not a separate activity from teaching but an integral part of doing it in a way that is both effective and continually improving

3. Provisional Knowledge Knowledge about student learning in complex, and situated Therefore not the province of any single discipline or universally generalizable

4. Educational Capital “The progressive accumulation, in forms usable by educators, to validate experience and knowledge about successful educational ideas and strategies” - Ray Bachetti and Tom Ehrlich Connecting up local knowledge about teaching and learning can reveal larger patterns and stimulate systematic innovation

5. Inquiry into teaching needs to be something that everyone who teaches does at differing levels of formality at different times in a variety of disciplinary styles shared and critique by a variety of means

6. Shulman’s Definition of Scholarship Public Susceptible to critical review and evaluation Accessible for exchange and use by other members of one's scholarly community

7. CASTL Campus Program Definition “Problem posing about an issue of teaching or learning, study of the problem through methods appropriate to the disciplinary epistemologies, applications of results to practice, communication of results, self-reflection, and peer review” Customized by each campus team

9. Significance and error Understanding the exceptions in the classroom may tell teachers far more about the learning process than understanding the majority; teachers must be just as concerned with the 30 percent who do not change “significantly” as with the 70% who do. —Patricia Cross and Mimi Steadman

10. Going Into the Swamp The difficulty is that the problems of the high ground, however great their technical interest, are often relatively unimportant to clients of the larger society, while in the swamp of the problems of the greatest human concern. Shall the practitioner stay on the high, hard, ground where [he or she] can practice rigorously, as he understands rigor, but where [he or she] is constrained to deal with problems of relatively little social importance? Of shall [he or she] descend into the swamp where [he or she] can engage the most important and challenging problems if [he or she] is willing to forsake technical rigor? —Donald Schön

11. SoTL vs. Reflective Practice Scholarship means going public However, there are multiple levels of publicness that may be appropriate for a given purpose

12. Disciplinary styles Current Trends

13. Disciplinary Styles

14. Expanding “learning” Current Trends

15. Evolution of the SOTL: New Questions and Partners 1990 Scholarship of Teaching Late 90s Scholarship of Teaching &Learning 2008 Scholarship of Teaching & Learning

16. Three curricula Kathleen Yancey, Reflection in the Writing Classroom

17. Expanding Participation

18. Links with assessment Current Trends

19. Scholarship of Learning/Assessment Faculty and students generate research questions about NSSE scores Student led focus groups and interviews Recommendations for curricular and programmatic reform

20. Intermediaries, Protopublic and middle spaces Current Trends

21. Gradations of Going Public

22. New Gradations of Publicness Network

23. Intermediaries, a category of knowledge builders, “can offer the stability, expert depth, and field-wide research to make assembling and circulating elements of educational capital a signal contribution to their constituents. —Ray Bachetti and Tom Ehrlich

24. Middle Spaces as Intermediaries

25. To be continued after lunch …

26. Scholarship Assessed Clear goals Adequate preparation Appropriate methods Significant results Effective presentation Reflective critique Rigor Peer review

27. Clear Goals Audiences? Communities of practice? (context)

28. Everything else follows from audience and community Clear goals Adequate preparation Appropriate methods Significant results Effective presentation Reflective critique Rigor Peer review

29. Everything contingent on impact of practice

30. Innovations is dissemantion

31. New Genres: The Course Portfolio Knowledge Media Lab Gallery of Teaching and Learning http://gallery.carnegiefoundation.org/

32. New Genres: Course portfolios at San Francisco State

33. New genres: Online “posters” Visible Knowledge Project http://cndls.georgetown.edu/crossroads/vkp/

34. Capstone Course Portfolio Composed within a faculty learning community focused on the senior capstone experience One context for more deliberate collaborative scholarship of teaching and learning Working portfolio as a genre and wiki as a tool for collaborative scholarship of teaching and learning

35. New forms of review: MERLOT http://merlot.org/

36. New forms of reuse: OpenEdPractices and CAMEL http://openedpractices.org/