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Doing the scholarship of teaching and learning : measuring systematic changes to teaching and improvements in learning
- Available as
- Online
- Physical
- Summary
-
The Scholarship of Teaching and Learning (SoTL) should be an integral part of every academic's life, representing not only the pinnacle of effortful teaching, but also standing side by side with mo...
The Scholarship of Teaching and Learning (SoTL) should be an integral part of every academic's life, representing not only the pinnacle of effortful teaching, but also standing side by side with more conventional disciplinary scholarship. Although practiced by many instructors for years, SoTL has garnered national attention resulting in a spate of new journals to publish pedagogical research. SoTL helps students, fosters faculty development, and has been integrated into higher education.
Details
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- Creator
- Regan A. R. Gurung, Janie H. Wilson, editors
- Format
- Books
- Language
- English
- Contributors
- Publication
-
- 1st ed
- San Francisco, California : Jossey-Bass, 2013
- ©2013
- Physical Details
-
- 1 online resource (129 p.)
- ISBNs
- 1118838661, 111883867X, 9781118838891, 1306290104, 9781118838679, 9781118838662, 1118838890
- OCLC
- ocn864096946, ocn874813190
- Description based upon print version of record.
- Includes bibliographical references at the end of each chapters and index.
- Doing the Scholarship of Teaching and Learning: Measuring Systematic Changes to Teaching and Improvements in Learning; Contents; From the Series Editor; 1 Advancing Scholarly Research on Teaching and Learning; A Little Background; Who Is This Volume For?; An Overview of This Volume; References; 2 Using Assessment and SoTL to Enhance Student Learning; SoTL Can Enhance Student Learning; Assessment Can Enhance Student Learning; Coordinating SoTL and Assessment Efforts to Enhance Student Learning; Moving Forward; References; 3 Designing SoTL Studies-Part I: Validity
- Construct and Internal Validity; Good Measures Lead to High Construct Validity; Measure Learning Directly When the Goal Is to Measure Learning; Measure Learning through Student Learning Objectives; Have Clear Questions and Answer Choices; Use Established Scales to Measure Student Attitudes and Personality; Know How to Score the Measure; Minimize Participant Expectancies; Minimize Researcher Expectancies; Determine Whether to Use Graded or Ungraded Measures; Determine Whether to Use Multiple Operational Definitions; Use an Additional Post-Test to Investigate Long-Term Effects
- Good Differences between Conditions Improve Construct Validity; Only Manipulate the Treatment; Beware of Using Different Sections; Minimize Participant Expectancies; Minimize Researcher Expectancies; Good Comparisons between Conditions Improve Internal Validity; Compare Students to Other Students: Between-Participants Designs.; Compare Students to Themselves: Within-Participants and Pre-Test/Post-Test Studies; A Note about External Validity; A Note about Qualitative Studies; Conclusion; References; 4 Designing SoTL Studies-Part II: Practicality; Common Practical Problems
- I Have to Measure Everything I Do Not Have Many Students; I Only Have a Single Class; Random Assignment Sounds Great, But How Can I Do It?; I Want to Detect a Subtle Effect; I Cannot Do a Valid, Ethical Study in the Classroom; Designs for Classroom Studies; Simple Correlation; One-Group Post-Test Only Design; Two-Group Post-Test Only Design; One-Group Pre-Test/Post-Test Design; Two-Group Pre-Test/Post-Test Design; Within-Participants Design; Crossover Design; Interrupted Time-Series Design; More Complex Designs; Use Multiple Treatments to Investigate Interactions
- Use Moderators to Determine When Treatment Has Effect; Use Mediators to Investigate How Treatment Has Effect; Conclusion; References; 5 Statistical Models for Analyzing Learning Data; Why Do We Need Statistical Analyses Anyway?; Getting Ready to Analyze Data: Data Cleaning and Screening; Creating Summative Variables; Understanding Some Basics of Statistical Analysis; Type I and Type II Errors and Power; Effect Size; Summary of Main Strategies for Analyzing Learning Data; One-Group, Post-Test Only; One-Group Pre-Test, Post-Test Design (Repeated-Measures Design); Repeated-Measures Design