Reflection Piece
SOTL Project Portfolio
Renee Howarton, Ph.D.
Practices used to
encourage deeper learning
While my understanding
of learning questions, educational environments and teaching methods has
definitely broadened, my original intent and purpose for becoming a SOTL member
remained the same throughout the project. I wanted to find a way to reach my
students so deeply and meaningfully that they would apply body image
information to their personal lives long after the course had ended. With
distorted body image and other related issues being
identified as having reached epidemic proportions in
During the
spring semester 2005, I used a variety of teaching practices to encourage a
deeper learning in my students. I utilized videos produced by leading body
image experts, a hands-on student assignment involving the creation and
demonstration of music CDs, teacher-produced PowerPoint lectures, group
discussion time, a written reflection paper, and pre-and-post questionnaires.
Every method that was used was designed to enhance the students' understanding
of the subject matter and future personal application.
Difference between a
teaching and learning question
The difference
between a teaching and learning question for me became the assessment of
whether or not my students were motivated to apply body image information to
their personal lives that they experienced in the BURTL-417 Social and
Psychological Aspects of Clothing course. Three items were most helpful in
assessing student motivation: a) a pre-body image information survey, b) a body
image follow-up survey, and c) a body image music CD reflection paper. In
additional end-of-the-semester course evaluation questions, many students
mentioned how much they had learned from producing the music CDs and how
strongly they felt that this assignment should be offered in future classes.
Indication that
students learned deeply in the course
I believe that
students' survey responses showed that their level of knowledge as well as
subject confidence expanded. They indicated their willingness to talk to others
about the issues they had studied. Students also responded that they possessed
a heightened understanding of the complexity of body image topics. For many of
them, this was the first time in their lives they had been
asked to consider the link between such topics as sexual objectification
and violence against women. Many of them were able to grasp the complexity and
gravity of body image issues.
Efforts to continue
research investigations
I will
definitely continue requiring my students to produce a body image music CD,
show body image videos, and present the PowerPoint lectures. Most likely, I
will continue to have students complete the pre-and-post questionnaires in order
to increase the validity of the research project and to serve as a benchmark
for assessing their previous body image knowledge.. I do, however, plan to make a few changes. I will bring more specialized reading materials to the course,
incorporate more group discussion questions, and bring additional ideas
regarding the development of healthy body image.
In May, I
presented my findings as part of a larger body image discussion for the
UW-Stout Women's Studies Series. As opportunities arise, I will continue to
share this project's findings.
Conclusions
Finally, on a
personal note, this project has humbled me in the sense that it has made me
realize that much of my previous teaching efforts probably produced interesting
course experiences but limited in-depth learning occurred. It has been very
valuable in expanding my understanding of where my students are coming from
relative to their openness and attitudes towards body image issues. I am now in
a better position to meaningfully improve my course and
to apply this knowledge to all of my courses.