Scholarship  of  Teaching  and   Learning  –  Minding  the  Gap   presented by: Dr. Janice Miller-Young, Director, Institute for SoTL to: BBA Summit, MRU, April 2015 Outline   O What is SoTL? O Why would I bother? O How do I get started? Boyer’s  (1990)  Model  of   Scholarship   Four Separate Yet Overlapping Functions Discovery Integration Characteristics of Scholarship: O Disciplinary expertise Teaching and Learning Application/ Engagement O Peer review O Public dissemination O Advance knowledge Knowledge of your Field EFFECTIVE TEACHING Knowledge of how people learn Knowledge of how people learn your Field What  is  ‘Research’?   O Research is an undertaking intended to extend knowledge through a disciplined inquiry or systematic investigation. - TCPS2 Back  to  ‘What  is  SoTL’?   Four Separate Yet Overlapping Functions Discovery Integration Characteristics of Scholarship: O Disciplinary expertise Teaching and Learning Application/ Engagement O Peer review O Public dissemination O Advance knowledge Back  to  ‘What  is  SoTL’?   Four Separate Yet Overlapping Functions Discovery Integration SoTL Teaching and Learning Application/ Engagement Characteristics of Scholarship: O Disciplinary expertise O Peer review O Public dissemination O Advance knowledge Taxonomy  of  SoTL  Questions   O What is (happening)? O What works? O Visions of the possible O Formulation of new conceptual/theoretical frameworks Hutchings, 2000 Principles  of  Good  Practice   O Focused on student learning O Grounded in context O Methodologically sound O Conducted in partnership with students O Appropriately public Felten, 2013 SoTL  Research  at  MRU   O Focused on student learning, grounded in context, methodologically sound, publicly disseminated O Inclusive and unified by its potential to have impact in the classroom and to contribute to the production of knowledge O Diverse in discipline, theory, methodology and method Why  would  I  bother?   Nexen  Scholars  at  MRU:     most  frequently     reported  goals   Survey (N = 22) Miller-Young et al., in press Impact   O example quote: O“I have a much better understanding of my students now. I know what concepts they struggle with, and how their attitude is affecting their study habits. And I can help them work through those challenges.” Survey (N = 22) Miller-Young et al., in press Surprise!   O “I didn’t even think of it impacting my teaching and so I was quite surprised when it did. Especially since it made me re-examine a lot of my different assumptions around my discipline and around my students, and it challenged some of my deficit narratives [about what students can’t do]. . . and it started me focusing more on what they were doing, rather than just my assumptions about what they could or couldn’t do.” Qualitative Interviews N = 18 Yeo et al., under review Surprise!   O surprise that doing SoTL changed teaching O surprises about students O surprise about SoTL and the research process O surprise about communities and disciplines Qualitative Interviews N = 18 Yeo et al., under review How  do  I  get  started?   • • • • Read! Find a community Determine: what do you want to know (first)? Find exemplar studies 19 …  and  last  but  not  least…   • Banff Symposium on SoTL, Nov 12-14 2015 • Proposal deadline May 4 • Pre-conference workshops, keynotes and a growing scholarly community to connect with! connecting  with  I-­‐SoTL   O www.mtroyal.ca/isotl O www.blogs.mtroyal.ca/isotl O facebook O @I_SoTL References   O Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, J.H.: The Carnegie Foundation for the Advancement of Teaching. O Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council of Canada, TriCouncil Policy Statement: Ethical Conduct for Research Involving Humans, December 2014. O Felten, P. (2013) Principles of Good Practice in SoTL. Teaching and Learning Inquiry, 1(1). O Hutchings, P. (ed.) (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching. O Manarin, K. (2012) Reading value: Student choice in reading strategies. Pedagogy, 12(2). O McGrath, A. (2014) Just checking in: The effect of an office hour meeting and learning reflection in an introductory statistics course. Teaching of Psychology 41(1), 83-87. O Miller-Young, J. (2012) Calculations and expectations: How engineering students describe three-dimensional forces. Canadian Journal for the Scholarship of Teaching and Learning, 4(1). O Miller-Young, J., Yeo, M., Manarin, K., Carey, M., & Zimmer, J. (in press) SoTL2: Inquiring into the Impact of Inquiry. New Directions in Teaching and Learning.