Workshops

The IISSAM workshops cover a range of topics of interest to SoTL newcomers and seasoned scholars.

Framing Questions: From Teaching Questions to Avenues of Research

Curtis Bennett, Department of Mathematics, Associate Dean for Faculty Development, Frank R Seaver College of Science and Engineering, Loyola Marymount University

In this workshop, we will look at the process for turning teaching questions into framed questions that can be investigated using a variety of tools. Through the discussion of examples, learning techniques for narrowing questions, and working with others, participants will have the opportunity to discover how to narrow their questions into problems that can be researched. The goals for participants are that they will (1) learn the different types of SoTL questions; (2) learn how to narrow questions without sacrificing the fundamental attributes that make them interesting; and (3) have the experience of participating in such activity with a small group. Participants should come equipped with one question/problem that they would like to refine.

Step-by-Step Survey Design: A Practical Guide to Designing Your Survey

Christine Chavez, Manager of Surveys and Evaluation, Loyola Marymount University

With careful planning and well-crafted design, a survey can provide considerable insight into student experiences, attitudes, behaviors, and can be used as an indirect measure of student learning. But how do you get started? Step-by-Step Survey Design will present the basic steps of designing a survey. The workshop will also cover the pros and cons of conducting surveys, survey ethics and Institutional Review Boards, resources for conducting online surveys, and the use of surveys for SoTL projects.

More than Numbers: Using Qualitative Data to Capture the Unquantifiable

Patricia Coward, Director of Faculty Development, Center for Teaching Excellence, Canisius College

For many of us in the humanities, the notion of collecting data is a foreign concept. As scholars, we in the humanities, make meaning from texts, works of art, and musical scores or performances. Yet, when we wish to engage in SoTL, it is data that frequently seems to be required to demonstrate that our students have learned and to measure that learning. This workshop is designed for those who are not experts in either quantitative or qualitative research methodology. As a group, we will discuss the use of methods common to the humanities and examine and explore reliable qualitative methodology for capturing the values, dispositions, and attitudes exhibited in students' written and/or verbal work. Participants will be given practice in qualitative methodology in an activity that gathers, analyzes, and summarizes some qualitative data.

Where's the Evidence? Designing & Carrying Out a Research Study

Jacqueline Dewar, Department of Mathematics, Loyola Marymount University

After framing a researchable question, a SoTL investigator has to gather and analyze evidence to answer the question. This session begins with basic considerations of research design such as whether (and how) to gather quantitative or qualitative data or both. It provides information on running focus groups, conducting think-alouds, and using knowledge surveys. It suggests resources for analyzing the data and addresses practical and ethical issues that arise in research studies, including human subjects considerations. Participants will practice applying this information to design a study.

Space as Place: Community, Student and Faculty SoTL Collaborations in Service-Learning

Kathleen Flecky, Department of Occupational Therapy, Creighton University

Yi-Fu Tuan noted that how one perceives of the environment or "space" influences how we create our own "place" or experiences and attachment in that space. Service-learning can be a potent pedagogy for community, students and faculty to engage in learning about one's place and responsibility in community with others. This workshop session will describe: how the spaces students inhabit and the places that are meaningful to their learning contribute to their sense of belonging and being a steward within the community through service-learning. Participants will reflect on learning strategies they currently utilize, or those that can be adapted, to elicit place and collaboration with students by involving them in the learning process through Scholarship of Teaching and Learning projects.

Valuing and Evaluating SoTL Work in the Promotion and Tenure Process

Julie Lochbaum, Department of Education, Truman State University

Building upon the Carnegie Foundation's work with various national disciplinary associations, participants will review a number of sources for standards in evaluating SoTL work for promotion and tenure purposes. Attendees will also critique a rubric which has been created to include the seminal features identified in these resources. Finally, this workshop will discuss the assumptions inherent in this rubric and begin efforts to apply the rubric to different institutional types.

Step-by-step Rubric Design: A Systematic Approach to Understanding Student Learning

Laura J. Massa, Director of Assessment, Loyola Marymount University

Systematic investigation of questions related to student learning requires a systematic approach to evaluating student learning. Rubrics are powerful tools that define the qualities of student learning we expect to see demonstrated in student work, like reflection papers, portfolios or performances, and can be used to help us to refine and improve our teaching and scholarship. Step-by-step Rubric Design will present an easy to follow five-step process for creating rubrics to assess student learning. Best practices for developing rubrics will also be shared, and participants will be given time to practice the five-step process in order to create a simple rubric. Additional topics to be presented include an example of employing a rubric as part of a SoTL project, tips for consistently and efficiently applying rubrics to student work, and examples of how to present rubric data in a clear and meaningful way.

Locating and Evaluating Scholarly Literature for a SoTL Study

Jennifer Masunaga, Reference Librarian, Loyola Marymount University

This hands-on workshop will present resources and tools for finding scholarly articles on teaching and learning on the internet and in databases. It will provide tips for effective search strategies and will discuss ways to critically evaluate resources. Standard SoTL resources will be introduced. During the workshop participants can use their own laptops or the lab computers to apply the tips and suggestions.

Web 2.0 Gems: Resources for doing SoTL

Nick Mattos, Instructional Technology Analyst, Information Technology Services, Loyola Marymount University

Conducting and presenting SoTL is facilitated by a familiarity with a variety of research tools. The web is rife with resources for data collection, data mining, as well as for dissemination. This workshop will introduce and illustrate some of these web 2.0 tools, and will focus on ways to implement them in answering SoTL questions.

Classroom Ecology, Metacognition and the Affective Domain

Ed Nuhfer, Director of Faculty Development, CSU Channel Islands

Affect, perhaps more than cognition, directs students onto our campuses and into our classrooms. Feeling precedes all actions of volition to learn or ability to articulate intent to act. How we feel about our learning and our competencies affects our ability to perform. All cognitive learning begins at the bottom rung of Bloom's Taxonomy of the Affective Domain: "Willingness to pay attention," and ability to self-assess links strongly to ability to perform. The gut-feel self-assessments of experts are distinct from those of novices, and novices tend to overestimate immediate competency. This session offers an opportunity to explore the nature of the affective domain, its importance to learning, and the importance of accurate self-assessment. Participants have an option of getting a diagnosis of their own self-assessment skills.

TEAM SOTL: How to envision, organize and facilitate department level SOTL projects for faculty (development) fun and (assessment) profit

Kathleen Perkins, Theatre, Columbia College Chicago

This workshop helps faculty develop team SOTL projects targeting curricular or assessment issues within or across departments. It will cover the ups and downs of preparing faculty, identifying research questions and methodologies, project financing and scheduling, and team supervision/refereeing. Don't be a lone and overburdened SOTL scholar, share the work and the benefits -- create a team.

Engaging Faculty in Assessment of Student Learning for Program Improvement and Accreditation through SoTL: Opportunities and Challenges

David Reichard, Division of Humanities and Communication, California State University Monterey Bay

This workshop will explore how the Scholarship of Teaching and Learning (SoTL) might complement larger institutional goals—including the assessment of student learning for program improvement and accreditation. As colleges and universities are increasingly being asked to justify choices made—in terms of curricula offered and the "value added" by a college degree, SoTL is one way to engage faculty in investigating the meaning of such questions and ensuring that the results of such investigations are meaningful, relevant and appropriate. Participants will discuss examples and share their own experiences to explore the opportunities and challenges of SoTL for engaging these "big picture" issues.

Schedule

 Workshop Session 1Workshop Session 2Workshop Session 3
  Friday
11:15am - 12:30pm
Saturday
9:00am - 10:15am
Sunday
9:00am - 10:15am
Workshop 1 Surveys
(Chavez)
Qualitative Data
(Coward)
Web 2.0
(Mattos)
Workshop 2 Framing Questions
(Bennett)
Evidence Types
(Dewar)
Rubrics
(Massa)
Workshop 3 Literature/Resources
(Masunaga)
Team
(Perkins)
Metacognition
(Nuhfer)
Workshop 4 Service Learning
(Flecky)
Promotion & Tenure
(Lochbaum)
 
Workshop 5 Program Improvement
(Reichard)