The Scholarship of Teaching & Learning :

1. The Scholarship of Teaching & Learning: The State of the Art Scholarship of Teaching and Learning – Ontario Working Group Martha Crealock Nancy Fenton, McMaster University Pamela Gravestock, University of Toronto Emily Greenleaf, University of Toronto Ken Meadows, University of Western Ontario Carol Rolheiser, University of Toronto Nicola Simmons, University of Waterloo Elaine Van Melle, Queen’s University Pre Conference Workshop Toronto, Ontario 23 June 2010

2. Welcome & Introductions

3. Session Overview & Objectives • Origins of and recent developments in SoTL • Presentation & large group discussion • - 9:15-9:30 am • SoTL and the field of educational research • Presentation & large group discussion • - 9:30-9:45 am Activities & Agenda: Components of the SoTL research cycle Small group facilitated discussion – 9:45-11:15 am (BREAK – 10:25-10:40 am) Strengths & challenges in current practice and recommendations for action Large group facilitated discussion – 11:15-12:00

4. History and Definitions of SoTL

5. Description of SoTL “ Is not synonymous with excellent teaching. It requires a kind of "going meta," in which faculty frame and systematically investigate questions related to student learning” (Hutchings & Shulman, 1999) “SOTL is scholarly inquiry into student learning which advances the practice of teaching by sharing this research publicly”(Wikipedia, 2010) “ The scholarship of teaching and learning goes beyond scholarly teaching and involves systematic study of teaching and/or learning and the public sharing and review of such work through presentations, performance, or publications. ” (McKinney, 2004) ”

6. Description of SoTL • The chief aim of SoTL, through its lens on the processes of teaching and learning within and across courses, is to contribute to practitioners’ understanding of these processes. SoTL uses empirical study to improve practice and to further contribute to the literature Scholarly teaching makes use of the literature to improve practice

7. History of SoTL: This is a new field! • 1990 – Boyer’s Scholarship Reconsidered • 2004 - ISSoTL formed • 2004 - STLHE added Advancing SoTL as ‘pillar’ • 2005 - STLHE Leadership Forum • 2006 - STLHE position paper on SoTL • 2008 – STLHE SoTL Advisory Panel formed • 2009 – Partnership between STLHE and ISSoTL • 2009 - SoTL Ontario formed • 2010 – 2nd SoTL Leadership Forum • 2010 – Canadian Journal for the Scholarship of Teaching and Learning launched • 2010 – June 15 – Google “Scholarship of Teaching and Learning” = 76,200 hits

8. The Canadian SoTL Context “ • As I listened to my colleagues describe the initiatives that were underway in their own countries, I was struck by the nature of the movement in Canada. In Canada there have been no multi-million dollar SoTL programs, foundations, centres of excellence, or granting councils established for supporting this important work. We also have no government mandated requirements for preparing PhD students or new faculty for their teaching roles or ensuring some minimal level of exposure to the pedagogical literature. “grass roots” ” (Christensen-Hughes, 2006)

9. International National Provincial International Society for the Scholarship of Teaching and Learning (ISSoTL) Gary Poole, President Elect Elaine Van Melle, Vice President, Canada Nancy Randall, Past VP, Canada Nicola Simmons, Canadian Membership Rep. Society for Teaching and Learning in Higher Education (STLHE) Nicola Simmons, VP, SoTL Portfolio Arshad Ahmad, President Elect Teresa Dawson, EDC Chair Richard Gale, Past Board Member Anne Marie Grandtner, Board member Eileen Herteis, Past Board Member Gary Poole, Past President (2 presidents ago) Lynn Taylor, Past VP, SoTL Margaret Wilson, Past Board Member Council of Ontario Educational Developers (COED)(SoTL Group) Pam Gravestock, UofT, Vice-Chair Judy Britnell, Ryerson Martha Crealock, Independent Nancy Fenton, McMaster Pam Gravestock, UofT Carol Rolheiser, UofT Nicola Simmons, UW Sue Vajoczki, McMaster Njoki Wane, UofT/OISE SoTL Ontario Nicola Simmons, UW (Catalyst) Martha Crealock Fred Evers, Guelph Nancy Fenton, McMaster Pam Gravestock, UofT Emily Greenleaf, UofT Ken Meadows, UWO Carol Rolheiser, UofT Sue Vajoczki, McMaster Njoki Wane, UofT/OISE Ros Woodhouse, York STLHE SoTL Advisory Panel Nicola Simmons, UW (Chair) Arshad Ahmad, Concordia; Teresa Dawson Uvic; Richard Gale, Mount Royal U; Anne Marie Grandtner, Quebec; Pam Gravestock, UofT; Eileen Herteis, Mt. Allison; AnnemariekeHoesktra, NAIT; Ken Meadows, UWO; Tom Miller, CMEC Gary Poole, UBC; Nancy Randall, VIU Lynn Taylor, Dalhousie; Elaine Van Melle, Queen’s; Margaret Wilson, NorQuest Regional, National, International SoTL

10. References • Boyer, E. L. (1990). Scholarship reconsidered. The Carnegie Foundation for the Advancement of Teaching. San Francisco: Jossey-Bass. Full text available at http://www.pnc.edu/te/FACCOMM/BoyerScholarshipReconsidered.pdf • Christensen-Hughes, J. (2006). The scholarship of teaching and learning: A Canadian perspective. Society for Teaching and Learning in Higher Education. Available at http://www.stlhe.ca/pdf/SoTLCanadianPerspectiveJan06.pdf • Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New • elaborations, new developments. Change, 31(5), 10-15. • ISSoTL History (2009). Available at http://www.issotl.org/history.html • McKinney, K. (2004). The scholarship of teaching and learning: Past lessons, current challenges, and future visions. To Improve the Academy, 22. • Wikipedia (2010). The scholarship of teaching and learning. http://en.wikipedia.org/wiki/Scholarship_of_Teaching_and_Learning

11. Situating the Scholarship of Teaching and Learning within the Field of Educational Research • General types of educational research • General types of methodologies in educational research • The importance of a systematic approach • Principles for educational research as scientific evidence-based inquiry • Summary of six standards for scholarship • Toward better descriptions of innovations Elaine Van Melle, Queen’s University

12. Situating SoTL in the field of ER • Disclaimer: • This material represents the opinion of the author and is intended for mature audiences only. • Viewer discretion is strongly advised!

13. Rationale • Lack of clarity in the field regarding: • Educational Scholarship • versus • Educational Research • Theory - Practice divide • SoTL characterized as ‘less credible’ activity

14. SoTL as less ‘credible’ Criticism of SoTL = “Not rigorous” Norman, G. (2007). How bad is medical education research anyway?

15. SoTL as less ‘credible’ Criticism of SoTL = “Not rigorous” “. . . people who think of quality of educational research in terms of a narrow taxonomy with RCT at the top are simply betraying their inadequate training in educational research” Norman, G. (2007). How bad is medical education research anyway?

16. Starting Point: ER is not a singular entity • Three phases of Educational Research Nisbet, J. (2005). What is Educational Research?

17. ‘Action-Oriented’ replaces ‘Action Research’ Action-Oriented Research is . . . a methodological approach for doing collaborative research with practitioners and community partners that can inform practice, programs, community development & policy while contributing to the scientific knowledge base. Small, L, & Uttall, L. (2005). Action-Oriented Research

18. Situating SoTL in the Field of ER • SoTL = Action-Oriented Research

19. So What? • Action-Oriented Research is highly collaborative Educational Developers/ Researchers You are here

20. Collaborative partner: No One Way • Education is a field of study • Disciplinary perspectives • Questions • Methods • Procedures Social Sciences: Psychology Sociology Anthropology Management Sciences: Change and Innovation Shulman, L. (1988). Complementary Methods for Research in Education

21. No One Way • Importance of a Systematic Approach Common principles for Scientific Evidence-based Inquiry McMillan, J.H. & Schumacher, S. (2006). Research in Education .

22. Implications • Role of those who support SoTL work: • Standards for a systematic approach • Knowledgeable – multiple methods • - multiple fields • - multiple theories • Create connections • Boundary spanners • Reflexive • Responsive

23. Implications • Role of those who support SoTL work: • Standards for a systematic approach • Knowledgeable – multiple methods • - multiple fields • - multiple theories • Create connections • Boundary spanners • Reflexive • Responsive

24. Components of the SoTL Research Cycle: Facilitated Small Group Discussions Each small group facilitator will lead their group through a discussion about that component of the SoTL research cycle. (Suggested timeline – 9:45am-9:55am) • Each group will then be asked to: • 1. Brainstorm a list of potential resources, programs and initiatives to support that component of the SoTL research cycle. • 2. Develop an in-depth plan for one of these resources, programs or supports. (Suggested timeline – 9:55am-10:25am) Each group will be given flip chart paper to sketch out their plans. These will be collected at the end of the session to build a resource that will be shared after the conference.

25. BREAK - 10:25 – 10:40 • At the conclusion of the small group discussions, each facilitator will present their group’s plan to the • larger group. • This will include an overview of the best practices or priorities identified by the small group in order to provide members of other groups with an overview of all issues. (10:40am-11:15am)

26. Knowing what we know now… • Strengths & Challenges in Current Practice With a colleague, discuss for 8 minutes what you feel your institution is doing well, and what might be some gaps in your institution’s support for SoTL.

27. Knowing what we know now… • Top 10Actions • that Will Make a Difference in Moving • SoTL Forward Within an Institution

28. Top 10 Actions that Will Make a Difference in Moving SoTL Forward Within an Institution 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.