Scholarship of Teaching & Learning (SoTL) SIG

November 18, 2020

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.

Thinking-Forward: Institutional Context Matters in Shaping Undergraduate STEM Education Reform

November 13, 2020

In this research session, we report on emergent findings from a study that examines the institutional landscape in which innovations to undergraduate STEM education take place, leveraging the AAU Undergraduate STEM Education Initiative. We will (1) overview outcomes of earlier research and its relationship to the current study; (2) describe our study and identify the contextual elements that we find critical to successful educational reform; and (3) offer a Live Q&A Office hour on Wed., November 18, 2:00 - 3:00 p.m. ET for conversation on how universities are coordinating multiple undergraduate STEM education reforms to achieve sustainable change on campuses.

Holistic Faculty Development: A Systematic Review

November 13, 2020

This session reports results of a new systematic review of articles evaluating faculty development interventions that support aspects of faculty worklife beyond teaching—here termed "holistic" faculty development—from 1980 to 2019. This is a portion of a broader study, for which 8,847 unique items were retrieved, yielding 3,051 relevant articles, of which 479 evaluated an intervention. Participants in the session will review and discuss the history represented by the results, including the goals, scope, and diversity of interventions and evaluation methods.

Pandemic Reflection: Investigating Faculty and Academic Administrators’ Perceptions and Actions

November 13, 2020

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.

How Instructors’ Choice of Disciplinary Practices May Decrease Student Learning

November 11, 2020

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.

Effects of Metacognitive Learning Strategies on Student Performance and Self-Confidence

November 11, 2020

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.

Pandemic Learning: Using Stories to Capture and Build on Faculty Learning

November 11, 2020

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.

Connecting to and Through the Scholarship of Educational Development (SoED)

November 10, 2020

Have you been reading the Scholarship of Educational Development (SoED) literature and are curious about doing your own SoED? This asynchronous session builds on the POD Scholarship Committee's work by highlighting a range of pathways for reading, participating, and publishing SoED. Participants will have an opportunity to engage in existing pathways and provide feedback on ways that the POD Network can support SoED scholars. You will also identify tangible next steps (however big or small) towards advancing your ability to consume and conduct SoED.

Mind the Gap: Student vs. Faculty Views of Critical Reflection

November 10, 2020

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.