Scholarship of Teaching and Learning (SOTL)

Objectives and Requirements for 2004-05 Stout SOTL

Summary

The Scholarship of Teaching and Learning involves teachers in investigating student learning as it takes place in their courses and disseminating the results of their investigations. The central concept is to "problematize learning" by investigating a question about which a teacher feels passionate. This project is designed to help teachers at UW-Stout begin this exciting work.

This project has two types of participants: scholars and mentors. Scholars will create a project that investigates a question of learning (we will help you phrase the question). Mentors will assist a small group of scholars to create an effective project. Scholars and Mentors, throughout the academic year, will attend 5 large group and 6 small group meetings devoted to reading, planning, implementing and assessing projects. Scholars will also create a Reflective Portfolio and make an on-campus presentation. Scholars will receive $400 and Mentors $250 in Services, Supplies, or Travel.

Objectives

1.Investigate questions of learning -- participants will read and discuss articles about the concept of "problematizing" learning, then implement the concept in course work.

2. Build a community of practice centered on the scholarship of teaching and learning-- the project will include mentors and advisees who meet regularly during the year; scholars will present their work to the campus at one of several venues.

Faculty Outcomes

  1. An understanding of the concept of problematizing learning as part of teaching
  2. Practice in such problematizing
  3. Willingness to share that new knowledge with other members of the campus community
  4. For those faculty who focus on issues related to teaching with a laptop, understanding of effective ways to interject this technology into the teaching/learning dynamic.

Student Outcomes

  1. Increased participation in active learning and
  2. An increased deep understanding of their course material.

Duties of Mentors

Selected from the 2003-04 project, Mentors will help Scholars conceptualize the issues involved in building on the work of others, phrasing a learning question, collecting and evaluating data, and negotiating the student-teacher dynamic engaged when a new method is implemented. Specific duties are:

    1. Attend all meetings (5 Large group and 6 small group; see Schedule below for details)
    2. Lead six small group meetings (see Schedule below)
    3. Write short report on content of each meeting
    4. Assist advisees in development of project both in planning and implementation stages--Fall and Spring, in small group meetings and in other appointments as necessary
    5. View one class period related to activities in this project--Spring

Duties of Scholars

Scholars will construct a learning question and implement its investigation. In the fall scholars will meet with mentors in groups that groups focus on readings and planning, in the spring on implementing and reporting. Specific duties are:

    1. Attend all meetings (5 Large group and 6 small group; see Schedule below for details)
    2. Assess Students (see below for details)
    3. Create Project Portfolio (see below for details)
    4. Write a Final Report (due May 20, 2005)
    5. Present to one campus forum (department or college, Professional Development, Lessons Learned) during Spring 2005 or Fall 2005.
    6. If possible, present to regional and national conferences.

Assess Student Learning Details

1. Students in every class in the project will fill out a questionnaire based on the educational strategies questions found in the Teaching and Learning Technology Roundtable Flashlight Evaluation Handbook.

2. Students will indicate their degree of learning in a method chosen by the faculty member--e.g. a survey, pre- and post-tests, self-assessments, or some combination.

Create Project Portfolio Details

Each scholar will create a project portfolio in order to demonstrate an understanding of the concept and implementation of problematizing learning. The portfolio will contain:

  1. the original proposal
  2. a description of the project
  3. key documents relating to the implementation of the project
  4. a final report on the project, including results and reflections on student learning

The final report will also be posted on the TLC web site.

Schedule

We will devote the Fall to study and discussion, and the Spring to implementation.

2004

April--call for mentors, call for participants

May--mentors and participants chosen by TLC Board, initial meeting

Summer--books and urls distributed

September--initial large group meeting (Aug 30-Sept 1, or Sept 6-9), small groups meet (date set in May 2004, if possible, or else in large group meeting)

October--small groups meet (dates set by each group)

November--small groups meet (dates set by each group)

December--large group meeting (Nov 29-Dec 3, dates set in May or September)

2005

January--large group meeting--during Faculty Development week (Jan 18-20, 2005) Projects underway for entire semester

February--small groups meet (dates set by each group)

March--small groups meet (dates set by each group)

April--small groups meet (dates set by each group), on-campus presentations

May--large group meeting (May 19-25, 2005), portfolios due (May 20, 2005),

Stipends

  1. Each mentor will receive 250.00.
  2. Each scholar will receive 400.00.
  3. Participants may use this money for services/supplies/travel related to this project.
  4. The money will be released 50% in January and 50% in mid-May.
  5. The principal investigator, the Director of the Teaching and Learning center, will perform his role in this project as part of his normal duties as Director.

Books

Each participant will receive three books:

The Course Portfolio, ed. Pat Hutchings (AAHE, @34.00);

Opening Lines ed. Pat Hutchings (Carnegie Foundation, @28.00); and

Action Research, Asher, Holly and Kasten (Merrill,@ 34.00).

Funding Sources and More Details

This project is funded by a grant from the UW-System OPID (Office for Professional and Instructional Development) and by funding from the UW-Stout Office of the Provost. More information is available from Dan Riordan Director Teaching and Learning Center, riordand@uwstout.edu or riordand@tlcenter.edu