Final
Report
The
Scholarship of Teaching and Learning Project
at the
University of Wisconsin-Stout
2003-2004
Prepared by Dan Riordan
Director, UW-Stout Teaching and Learning Center
1.
Project title
Introducing the Scholarship of Teaching at UW-Stout
2. Personnel.
a. Principle Investigator
Daniel Riordan, PhD
Director, UW-Stout Teaching and Learning Center
715-232-1344, 715-232-5196
b. Participants, their departments and classes used as research sites.
Carolyn Barnhart, Food and Nutrition
EDUC-326 Foundations of Education
Joy Becker, Mathematics, Statistics and Computer Science
MATH 157 Calculus and Analytic Geometry II
Peter Burkholder, Social Sciences
HIST 210 Modern World
Kari Dahl, Industrial Management
Organizational Development
Kathleen Deery, Vocational Rehabilitation
REHAB 620 Psychological Assessment of Individuals with Exceptional Needs
Barb Flom, Education, Counseling and Psychology
SCOUN 782 PK-12 Developmental Guidance
Jeanne Foley, Mathematics, Statistics and Computer Science
MATH 121 College Math II
Jan Hare, Human Development and Family Studies
HDFL 340 Late Adulthood
Terri Karis, Psychology
PSYC 110 General Psychology
Sheri Klein, School of Education
Introduction to Art Education
Kat Lui, Communications, Education, and Training
TRHRD Training Systems in Business and Industry
Scott Orme, Education, Counseling and Psychology
SPSY 753 - Psychometric Theory and Application
Ken Welty, Communications, Education and Training
TECED 260 Curriculum, Methods, and Assessment for Technology Education
Michelle Zwolinski, Biology
BIO 101 Introduction to Biology
3. Project Implementation
The project was a three-pronged process. Most importantly participants performed a project/investigated a question in at least one of their classes. In addition participants met regularly in small and large groups to discuss readings and their work. And participants also made presentations of their work and wrote final reports which were posted on the project website (http://www.uwstout.edu/cas/english/stoutteachnet/sotlprojects.htm)
The general timeline of how this happened is addressed below. As the project developed a key item was the development of a kind of enthusiasm and camaraderie. Participants wanted to discuss readings much less and each othersı work much more. The general structure, which specified a mix of small and large group meetings, and obligations for disseminating results, led to a generally satisfied air in the group. By the end of the project, participants had committed to what had happened in their classes, both in terms of actions they might take in the future and in terms of ways they could tell others about their work.
4. Problems encountered in development or implementation.
We encountered several problems. The two most difficult were the phrasing of a question of learning and the determination of a valid method of investigating. In addition a major problem was assembling people for meetings.
To resolve the question of learning we had two former Scholars review the questions and make suggestions for revisions. However the focus often remained on the effectiveness of teaching strategies, rather than the strategies of learning.
In addition most participants gravitated toward a pre-test/post-test or a control/experimental approach to data collection. They found the rigor demanded by these methods difficult to work with. Clearly more qualitative methods would have been helpful. For the 0405 project we disseminated copies of Action Research by Arhar and others to help with this issue.
To solve the third problem we set up a time during which a participant could attend usually one of three meetings in order to fulfill their obligation to attend a certain number of them. For 0405 we set up a master schedule at the first meeting to help with this problem.
5. Project Timeline
The project began in Spring 2003 with a survey of the faculty (see results at http://www.uwstout.edu/cas/english/stoutteachnet/resultsofquaire.htm) and the call for participants.
A general meeting was held in May 2003 to familiarize participants with the project details.
In August and September participants met several times to discuss their projects and to attend a workshop on Action Research priniciples.
Throughout the year participants met in small groups and corresponded by email. Projects were performed in class during both the Fall and Spring semesters.
At the end of the year participants met in a large group to discuss their experience. The project was essentially completed in May 2004, though several participants did not make presentations until summer or fall 2004.
Currently this project is complete.
6. Assessment Results
As noted in the original proposal, ³This project has two main goals--to investigate questions of student learning and to create a core group of teachers who focus scholarly attention on problems of teaching and learning.²
The first goal was satisfactorily achieved. All the projects were completed and final reports written. The results were disseminated on campus and at regional and national conferences. An online survey (see results below) indicated that 82 percent of the faculty knew about the project. Attendance at campus presentations was moderate, but we define a large crowd as 8-10.
The second goal was achieved because the 0304 participants liked the project structure so much that they asked that it be continued, with one major refinement, the introduction of experienced mentors.
The participants worked hard to disseminate their ideas at a large number of venues, some participants gave several presentations. Seven of the 14 participants signed on to be mentors for the 0405 project and 16 new participants signed on for the 0405 project.
In my opinion the project was far more successful than I expected. The participants were enthusiastic throughout the project. They all readily agreed to give presentations. As the results of the survey show, the campus community became aware of our work. Six of the participants agreed to continue in the 0405 group as mentors. The structure of the 0405 project was the suggestion of the 0304 group. The number of national presentations was very unexpected. I thought that the participants would not be able to find venues and many did.
The Provost has actively supported the groupıs activities, including help with bring Randy Bass to campus. The Chancellor has publicly mentioned the value of SOTL as a research activity for faculty and staff. As result of this work, the Director of the Teaching and Learning Center has given a workshop on learning to the chairs of all departments on campus. In relation to this work the Provost has sponsored a one-day and a three-day workshop of learning, the former for academic staff in May and the latter for new instructors in August. Those new instructors now are proposing methods to continue themselves as a cohort focused on learning and teaching. The math department, under the leadership of one of our participants, has opened a MathTLC, an innovative approach to learning math. The TLC now routinely discusses creating a culture of learning on campus.
7. Efforts to disseminate information
Each person was required to make one public presentation of his or her work. Each person did. Many spoke to their departments or their colleges. Several presented at the Teaching and Learning Centerıs brown bag lunch series. Seven presented at either regional or national conferences. The project itself has no further plans to disseminate results.
However the TLC is interested to summarize and synthesize the work, if appropriate researchers can be found. A number of individuals have indicated that they will pursue their work and/or try to find other avenues to present it. One member, for instance, will propose to present at this yearıs Colloquium in Atlanta.
8.
An accounting of the grant expenditures
The major expense for the grant was to use dollars to support faculty. 14 faculty members completed the project. Each was allocated up to $1000 for support. A total of 9516.19 was expended by June 30, 2004. In addition 2573.69 was carried over to be spent in 2004-05. This money is earmarked to support four faculty members travel for presentations. Some faculty members chose not to expend the total amount allocated to their support.
In addition 4910.12 was spent to support the program. These support dollars included support for an action research workshop, an on-campus visit from Randy Bass, and books and other materials.
9. How the results can best be used
Results have been disseminated on campus by presentations in departments, colleges, and at the Teaching and Learning Centerıs brown bag discussions. There is interest in the TLC to find ways to summarize and synthesize information so that it can be used as the foundation for further work. This effort is hampered by the difficulty of sponsoring a researcher.
In my estimation, we should find ways to create definitions of scholarship of teaching and, more, of what it means to phrase and legitimately investigate questions of learning. Further as a result of all the work done in the past two years, I feel we should encourage research and publication that analyzes and synthesizes work done throughout the system.
10.
Relation to the UW System Leadership Site
Information about the Leadership site has been given to all participants. In truth, very little action occurred on this campus in relation to the site. The projectıs Principal Investigator, Dan Riordan, has agreed to participate in a Leadership Site encounter, with a colleague, on November 19, 2004. Riordan also attended the Colloquium activities in San Diego in March 2004.
11. Publications
No publications have yet emerged from this group. However all final reports are available at ³Scholarship of Teaching: 2003-04 Participants and Their Projects² http://www.uwstout.edu/cas/english/stoutteachnet/sotlprojects.htm
One participant has just suggested (during the week of November 8-12 that UW-Stout look into producing a journal of results, modeled after the one published at UW-Milwaukee. This suggestion is currently under advisement at the Teaching and Learning Center.
12. Results of Awareness Survey, May 2004
|
Awareness of/Interest in UW-Stout Scholarship of
Teaching and Learning Project |
||
|
N=108 |
N Yes/No |
% Yes/No |
|
Are you aware
of the UW-Stout Scholarship of |
88/20 |
82/18 |
|
Would you like to know the results of the project? |
96/12 |
89/11 |
|
Would you like to participate in a SOTL project? |
60/56 |
60/44 |
|
Venues for Providing Information |
||
|
If you would like to know the results, which venue would be best for you? |
||
|
|
No. |
% |
|
Daily Email |
46 |
42 |
|
Community News |
14 |
13 |
|
Department Meeting |
13 |
12 |
|
Lessons Learned |
9 |
8 |
|
January Faculty Development |
13 |
12 |
|
No answer and "Other" |
4 |
4 |
|
If you would like to participate, which venue would be the best way to inform you? |
||
|
Daily Email |
37 |
34 |
|
Community News |
8 |
7 |
|
Department Meeting |
7 |
6 |
|
Personal Email |
23 |
21 |
|
No answer and "Other" |
33 |
32 |
|
|
|
|
|
|
|
|
Compiled by Dan Riordan, Director of the Teaching and Learning Center, May 28, 2004