SIG Mission: The mission of the Scholarship of Teaching and Learning (SoTL) SIG is to support educational developers who seek to advocate for and promote SoTL at their institutions through sharing resources and building a collaborative community of POD Network members interested in SoTL in educational development.
The aim of this session is to present research findings on the short and potential long-term effects of COVID-19 on faculty and academic administrators' perceptions, actions, and decision-making processes regarding pedagogical and curricular choices. The scope of our research included mixed-method university-wide surveys and in-person focus groups and interviews with faculty and academic administrators. We will present preliminary results and discuss how data may be used to inform best practices concerning decision-making about academic leadership, pedagogy, and resource allocation if ever we must endure and overcome another unforeseen crisis, but also for future directions of our institution and higher education.
Active Learning Classroom (ALC) assessment data can help institutions demonstrate the "value-added" of face-to-face learning as online options increase in quality and availability. Ongoing ALC assessment also creates opportunities for institution-level reflection to anticipate changing needs and plan for new and emerging challenges (like the impact of COVID-19). Key findings from six years of instructor and student experience assessment data (5000+ survey responses) in eighteen active learning classrooms at a large, public research institution will be shared, as well as lessons learned and methods for organizing data from an iterative longitudinal assessment protocol that can be used by other institutions.
The principles of reciprocity, mutuality, and respect that characterize student-faculty partnerships build civic capacity and increase student agency. Including students in curriculum decisions incorporates these principles of equity and inclusion and deepens learning. This workshop will explore the lessons learned in a student-faculty partnership and examine their application in a sustainability education classroom by inviting students to negotiate the curriculum. Participants will reflect on the challenges and opportunities inherent in enlisting students in course design and consider the student agency that comes from that process.
The pedagogical literature on student motivation and learning is rich and growing. Most of this work strives for experimental control and thus uses quantitative methods. The scholarship of teaching and learning stands to benefit from more qualitative explorations of actual student experience. In this interactive session, we'll first share some early results from an ongoing research project soliciting student voices (data) and insights from practices that involve students in faculty development on our campus (tools). We will then brainstorm together in the asynchronous discussions other methods for involving student input in our educational development work (inspiration).
Instructors often use disciplinary practices to engage their students, yet some of these practices may be ineffective. One quasi-experiment with 565 chemistry undergraduates showed that some disciplinary practices reduce learning outcomes and that instructors preferred the least effective practice. In another study, I addressed this issue by conducting observations in an electrical engineering course to identify an effective disciplinary practice and then tested its effects in a quasi-experiment with 318 undergraduates. Taken together, results suggest that instructors lack student data to determine which disciplinary practices are effective and may benefit from observers and pedagogical support to use effective, equitable practices.
Despite criticisms of course evaluation data for assessing teaching quality, open-ended comments from students can serve as valuable formative data to enable faculty to look inward so as to ultimately think forward about practice change. This session outlines a systematic qualitative analysis approach to coding course evaluation data such that practice change is informed by students' lens in meaningful ways. Formative data from this self-study action research approach and examples of how the findings informed changes in practice will be presented. Opportunities will be provided to discuss the advantages and disadvantages of such an approach.
The quick move to online teaching during the pandemic put faculty in the position of adapting, adjusting, and learning to work in a new mode. Faculty stories about this experience suggest that they learned not only technical skills and pedagogical strategies but also new ways of thinking about teaching and learning. How can we learn from and build on these stories? Sharing results from preliminary studies at two institutions, this session will explore concepts of brokering, affordances, empathy and equity. We will consider what stories from the pandemic period reflect and enable for the public good.
Students at one mid-sized regional research university demonstrated gains in course performance and self-confidence after attending a 75-minute presentation on metacognitive learning strategies and completing weekly tracking of their use of the strategies for one month. Implementing these strategies may result in higher gains for some categories of students, including freshmen, underprepared students, minority students, and students in STEM courses. In this session, researchers will share their research process and engage with participants to brainstorm ideas for effective dissemination of metacognitive learning strategies to students on their home campuses.
Higher education faculty typically want their students to engage in critical reflection, yet lament a perceived gap in how their students' value and understand this type of learning. This session shares findings from a qualitative study exploring how instructors' perceptions and values of critical reflection compare to those of their students. Using case study methodology, data from undergraduate courses in three institutions uncovered tensions and implications for practice in how faculty and students define, use, know, and value critical reflection. Our findings suggest that although facilitating critical reflection remains challenging, the gap may not be as wide as perceived.