Technology and the

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• Technology and the
• Scholarship of Teaching Learning
• Is there a connection?
• Interface 2004 Conference
• Ilene Gilborn, Stephen Price, Pattie Pryma, Norm
  Vaughan, Roslyn Weisgerber
• June, 2004

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Overview

• 1) Terminology
• 2) Our Experiences
• 3) Project Examples
• 4) The Cycle of Scholarly Teaching the
• Scholarship of Teaching
• 5) Resources

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Scholarship in Higher Education

• Dr. Ernest Boyer President, The Carnegie
  Foundation for the Advancement of Teaching (1979
  1995)
• Scholarship reconsidered Priorities of the
  professoriate (1990)
• The Scholarship of Discovery or Inquiry
• The Scholarship of Integration
• The Scholarship of Application or Engagement
• The Scholarship of Teaching

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Terminology

• What is your definition of the scholarship of
  teaching and learning?
• Think/Pair/Share

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Terminology

• Hutchings and Shulman (1999) suggest that
• Excellent teaching involves a high level of
  proficiency in stimulating students and fostering
  their learning in a variety of appropriate ways.
• Scholarly teaching also involves evaluating and
  reflecting on ones teaching and the student
  learning that follows
• The scholarship of teaching shares the
  characteristics of both excellent and scholarly
  teaching plus it involves
• Communicating and disseminating about the
  teaching and learning practices of ones subject,
  and
• Investigating questions relating to how students
  learn within a discipline

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Our Experiences

• Excellent Teaching
• Faculty Learning Community on Educational
  Technology
• Winter 2003 Semester 11 members
• Bi-weekly face-to-face meetings 3 groups
• Online discussion forum and activities between
  meetings
• Focus - Discussions about how we can successfully
  integrate educational technology into our
  teaching practices to stimulate and foster
  student learning

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Our Experiences

• Scholarly Teaching
• Faculty Learning Community on the Implementation
  of Educational Technology Projects
• Fall 2003 Semester 6 members
• Monthly face-to-face meetings 1 group
• Web site support for communication and resources
• Up to 15 hours of START (student technology and
  resource tutor program) support for project
  revisions, maintenance and training
• Student surveys and feedback of educational
  technology projects
• Focus - Discussions about how our educational
  technology projects are actually impacting
  student learning

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Flashlight Program

• Flashlight Program for the Study and Improvement
  of Educational Uses of Technology
• Dr Stephen Erhmann, TLT Group -
  http//www.tltgroup.org/programs/flashlight.html
• Evaluation questions and tools to help study
  whether faculty and students are using technology
  to implement some or all of Chickering Gamsons
  (1987) 'seven principles
• Encourages student-faculty contact.
• Encourages cooperation among students.
• Encourages active learning.
• Gives prompt feedback.
• Emphasizes time on task.
• Communicates high expectations.
• Respects diverse talents and ways of learning.
• Online Tools
• www.getfast.ca

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Our Experiences

• Scholarship of Teaching
• Faculty Learning Community on the Scholarship of
  Teaching and Learning
• Winter 2004 Semester 4 members
• Monthly face-to-face meetings 1 group
• Reviewing articles in the SoTL literature
• Focus - Discussions about conducting classroom
  based research and how to disseminate our results
  through presentations and publications

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Ilene Gilborn

• ADMN1382 Advanced Managerial Accounting
• Comments
• Comments

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Stephen Price

• PHED2213 Critical Thinking and Statistics
• Comments
• Comments

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(No Transcript)
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Pattie Pryma

• NURS4431 Mental Health and Psychiatric Nursing
• Comments
• Comments

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(No Transcript)
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Roslyn Weisgerber

• Nursing Math Calculations Tutorial
• Comments
• Comments

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(No Transcript)
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The Scholarship of Teaching

• (Boyer, 1990 Glassick, Huber Maeroff, 1997)
• Includes two different activities
• Scholarly teaching meant to impact the
  activity of teaching and the resulting learning
  (Richlin, 2001)
• The resulting scholarship a formal,
  peer-reviewed communication in appropriate media
  or venue, which then becomes part of the
  knowledge base of teaching and learning in higher
  education (Richlin, 2001)

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The Ongoing cycle of Scholarly Teaching and the
Scholarship of Teaching and Learning (Richlin,
2001)
Classroom Research
Scholarly Teaching
Comparison of Observations with Existing Knowledge
Knowledge Base About Teaching Learning
Publication and/or presentation
Scholarship of Teaching
Peer Review
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Classroom Action Research Rubric

• Criteria for Quality Proposal and Projects
• (The Journal of Scholarship of Teaching and
  Learning)

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Reflections on the Scholarship of Teaching and
Learning

• the most important outcome of the scholarship of
  teaching and learning will not be any single
  finding but the sense of scholarly community
  growing up around the intellectual work of
  teaching and learning.
• Hutchings (2002)

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Questions, Comments, Discussion
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Support and Journals

• MRC College Research Office
• http//www.mtroyal.ab.ca/research_office/
• The Journal of Scholarship of Teaching and
  Learning (JoSoTL)
• http//titans.iusb.edu/josotl/
• Journal on Excellence on College Teaching
• http//ject.lib.muohio.edu/
• College Teaching
• http//www.heldref.org/html/body_ct.html

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Resources

• Boyer, E. (1990). Scholarship Reconsidered
  Priorities of the Professoriate. San Francisco
  Jossey-Bass.
• Cox, M. D. (2003). Proven faculty development
  tools that foster the scholarship of teaching in
  faculty learning communities. To Improve the
  Academy, 21, 109-142.
• Cross, K. P. and Steadman, M. H. (1996).
  Classroom Research Implementing the Scholarship
  of Teaching. San Francisco Jossey-Bass.
• Ehrmann, S.C. (2002). The Scholarship of
  Teaching Step One. Flashlight Program.
  Retrieved September 21, 2003, from
  http//www.tltgroup.org/resources/Flashlight/Schol
  arship_What.html
• Glassick, C.E., Huber, M.T., and Maeroff, G.I.
  (1997). Scholarship Assessed Evaluation of the
  Professoriate. San Francisco Jossey-Bass.
• Hutchings, P. (2002). Reflections on the
  Scholarship of Teaching and Learning. Essays on
  Teaching Excellence, 13 (5),
• Hutchings, P. and Shulman, L.E. (1999). The
  Scholarship of Teaching New Elaborations, New
  Developments. Change, 31 (5), 10-15.
• Mettetal, G. (2001). The What, Why and How of
  Classroom Action Research. The Journal of
  Scholarship of Teaching and Learning, 2 (1),
  1-12. Retrieved February 12, 2004 from
• http//titans.iusb.edu/josotl/VOL_2/NO_1/mettetal
  _vol_2_no_1.htm
• Richlin, L. (2001). Scholarly teaching and the
  scholarship of teaching. In C. Kreber (Ed.),
  Scholarship revisited Perspectives on the
  scholarship of teaching. (pp. 57-68).