Implementing the Scholarship of Teaching and Learning (SOTL). We will: -Define SOTL -Identify types of SOTL projects -Examine steps of SOLT projects -Identify resources to develop SOTL projects -Evaluate potential SOTL projects Scott Cottrell, Ed.D. Assistant Professor
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-Identify types of SOTL projects
-Examine steps of SOLT projects
-Identify resources to develop SOTL projects
-Evaluate potential SOTL projects
Scott Cottrell, Ed.D.
The scholarship of teaching and learning is an investigation of a problem relating to teaching or learning.
The study of the problem is realized through methods appropriate to disciplinary epistemologies (e.g., quasi-experimental design, case studies), and the results are communicated to peers for critical reflection (e.g., journals, conference presentations, online delivery).
Cases (PBL, OSCE, Team Learning, CPC, etc)
Faculty Development Resources
(AAMC- Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship)
Seeks to Explain
Seeks to Describe
ResearchDesignDistinction Between SOTL and Assessment
Cottrell, S.A. (2006). A Matter of Explanation: Assessment, Scholarship of Teaching and their Disconnect with Theoretical Development. Medical Teacher. 28(44), 305-08.
Don’t confuse theory with principles!!
For example, adult learning principles are not a theory.
Most researchers use theory much like a drunkard uses a light post – more for support than for illumination.
Educators should encourage students to exercise an innate ability to self-assess and evaluate their ability to perform a task.
“How do they know what they don’t know”
3. Adequate preparation/literature review
2. Define exactly what is it you want to
What impact does on online course have on nursing students’ interest in teaching, knowledge of educational theory, and assessment skills?
3. Adequate preparation
Informing investigation with existing literature and a theoretical framework offers several advantages, including:
4. Identify an appropriate research design to answer your question
Things to consider:
How are your questions framed? A good question lends itself well to a particular research design.
Disciplinary epistemologies (e.g., quasi-experimental design, case studies)
Operationalize: Identify existing or create new
assessment methods to capture evidence that the
residents acquired the learning objectives.
Patient evaluations of the resident
Useful/Practical in your program
SOAPOperationalizeConsiderations for Assessment Tools:
Example of a Blueprint for Articulating Objectives
? = Don’t Know or Potential opportunities to incorporate
6. Connect results with extant research
Otherwise, your results are isolated.
- Effective communication of work to intended audiences helps move forward what is collectively known about the phenomenon.
- It also invites reflective critique to improve quality of future work.
Dr. Paul Ogershok recognized that teaching basic information about pediatric medicine was little fun for both faculty and students. Therefore, he designed a game to help students acquire a strong foundation of pediatric medicine. He wanted to know if students learned from the game, and whether students reflected that the game was a useful learning opportunity. As evidenced by student comments and observations on evaluation forms, it was determined that the game was a valuable and fun way to help students comprehend important information.
Journal of Continuing Education in Nursing
Journal of Nursing Education
Journal of Instructional Psychology
Biochemistry and Molecular Biology Education
Journal if the International Association of Medical Science Educators
1. Identify clearly the purpose of you work.
Why is it important?
2. Rely on literature to frame an argument.
Identify at least one problem you would like to address about teaching and learning.
What specific objectives would you like students/residents/faculty to learn?
What assessment methods would help you determine whether the objectives were acquired?
What are your thoughts about methodology?
Beattie DS. Expanding the View of Scholarship (Editorial). Academic Medicine, Vol 75, N0. 9 / September, 2000, pp. 871-876.
Bloom, B.S. (ed.). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. White Plains, N.Y.: Longman, 1956.
Boyer, E.L. Scholarship reconsidered: Priorities of the professoriate. Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching; 1990.
Cottrell, S.A. (2006). A Matter of Explanation: Assessment, Scholarship of Teaching and
their Disconnect with Theoretical Development. Medical Teacher. 28(44), 305-08.
Cottrell, S.A. & Jones, B.A. (2002). Researching the scholarship of teaching and learning: An analysis
of current curriculum practices. Innovative Higher Education, 27, 3, 10-16.
Cross, K.P. Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass; 1996.
Huba, M.E. & Freed, J.E. Learner-centered assessment in college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon; 2000.
Fincher RE, Simpson DE, Menin SP, Rosenfeld GC, Rothman A, McGrew MC, Hansen PA, Mazmanian PE, and Turnbull JM. Scholarship in Teaching: An Impreative for the 21st Century. Academic Medicine, Vol 75, N0. 9 / September 2000, pp. 887-894.
Palomba, M.B. & Banta, T.W. Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass; 1999.
Shulman, L.S. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In Hutchings, P. (eds.), The course portfolio: How faculty can examine their teaching to advance practice and improve student learning. (pp. 5-12). Washington, D.C.: American Association for Higher Education.