Ckass 2 determining a research question
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This document provides an overview of the scholarship of teaching and learning (SoTL). It discusses Weston and McAlpine's continuum of growth toward SoTL, which outlines increasing levels of engagement and expertise in SoTL from developing personal knowledge of one's own teaching to conducting significant research on teaching and learning. The document also discusses quantitative, qualitative, and mixed methods approaches that can be used in SoTL and provides examples. Key aspects of rigor and quality in research are outlined for quantitative and qualitative methods. The quantitative-qualitative debate in medical education research is also briefly discussed.
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Ckass 2 determining a research question
- 1. Getting Started with the Scholarship of Teaching and Learning ADLT 673, Spring 2017 Class Session 2 – February 2, 2017
- 2. Continuum of Growth Toward SoTL Develop personal knowledge about one’s own teaching and student learning Weston & McAlpine (2001)
- 3. Continuum of Growth Toward SoTL Develop personal knowledge about one’s own teaching and student learning Reflect on teaching Intentionally evaluate teaching to make improvements Read and learn about underlying principles of teaching and learning Engage in teaching development activities Can demonstrate validity of teaching/learning knowledge through assessment by students, peers, etc. Weston & McAlpine (2001)
- 4. Continuum of Growth Toward SoTL Develop personal knowledge about one’s own teaching and student learning Develop and exchange knowledge about teaching/learning with colleagues Reflect on teaching Engage colleagues in conversation that make explicit pedagogical content knowledge Intentionally evaluate teaching to make improvements Mentor other teachers Read and learn about underlying principles of teaching and learning Provide leadership in teaching such as organizing events for faculty development Engage in teaching development activities Engage in disciplinary and multidisciplinary teaching associations Can demonstrate validity of teaching/learning knowledge through assessment by students, peers, etc. Grow in the understanding of the complexity of teaching/learning Weston & McAlpine (2001)
- 5. Continuum of Growth Toward SoTL Develop personal knowledge about one’s own teaching and student learning Develop and exchange knowledge about teaching/learning with colleagues Develop and exchange knowledge about teaching/learning that has significance and impact Reflect on teaching Engage colleagues in conversation that make explicit pedagogical content knowledge Draw on existing literature to inform conceptual and hypothesis-driven research Intentionally evaluate own teaching to make improvements Mentor other teachers Obtain funding for research on teaching Read and learn about underlying principles of teaching and learning Provide leadership in teaching such as organizing events for faculty development Carry out research on teaching using an approach consistent with its goals Engage in teaching development activities Engage in disciplinary and multidisciplinary teaching associations Publish and make presentations about teaching/learning Can demonstrate validity of teaching/learning knowledge through assessment by students, peers, etc. Grow in the understanding of the complexity of teaching/learning Develop comprehensive knowledge of the research and literature on teaching and learning Weston & McAlpine (2001)
- 6. SoTL involves systematic, literature-based inquiry into processes and outcomes involved with teaching and learning SoTL may follow the standards and practices delineated by the scientific method: a) systematic observations, b) well-developed operations, c) accurate data analyses, d) evidence-based conclusions Glassick et al. 1997; McKinney 2004; Shulman 1999
- 7. SoTL generates a product that is peer-reviewed on the basis of whether that product contributes new knowledge to the field and/or invites conceptual replication SoTL products /activities are presented publically for others to build upon Engagement in SoTL provides an opportunity for personal/professional reflection on teaching and learning Glassick et al. 1997; McKinney 2004; Shulman,1999
- 8. 1. Is the following is a SoTL activity? An analysis of student test scores is provided to course faculty to demonstrate material that needs to be emphasized during an upcoming interactive case study. A. Yes B. No C. Maybe
- 9. 2. Is the following is a SoTL activity? A residency program director gives a lecture to the interns on improving quality and safety in patient care. In the weeks following the lecture, the program director tracks the number of documented medical errors and “near misses” on the service. Her goal is to submit a proposal to an upcoming conference. A. Yes B. No C. Maybe
- 10. 3. Is the following is a SoTL activity? An article published in the Journal of Dental Education, describes the outcomes of a qualitative analysis involving 1,382 student responses over a 4-year period. Repeated student surveys and focus groups were used to collect student perceptions of recent curricular changes at one US dental school. Journal of Dental Education is a peer-reviewed monthly journal. A. Yes B. No C. Maybe
- 11. How do you get started designing scholarship in teaching and learning?
- 12. Quantitative methods • Does? Is (are)? Can? Should? Qualitative methods • What? • Why? • How? Mixed methods • How? “Rule of Thumb” for SoTL Methods and Questions: Let your question lead the way!
- 13. Post-course designs Before and after studies Controlled before and after studies Randomized controlled trials (RCTs) Longitudinal studies that test specific variables over time Quantitative Designs
- 15. Qualitative Research & Evidence Based Practice Can help bridge the gap between scientific evidence and clinical practice Findings provide rigorous accounts of treatment regimens in everyday contexts Can help us understand the barriers to using evidence based medicine, and its limitations in informing decisions about treatment Recognizing the limits of evidence based medicine does not imply a rejection of research evidence but awareness that different research questions require different kinds of research Green & Britten, 1998, p. 1230
- 16. Rigor and Quality in Research Quantitative Qualitative • Internal Validity • External Validity • Reliability • Objectivity • Credibility (truth value) • Transferability (applicability) • Dependability (consistency) • Confirmability (neutrality)
- 17. What is the Quantitative – Qualitative Debate? Does this debate continue today in medical education? Why do you think it is (or is not) fruitful? What type of research have you traditionally considered more rigorous? How, if at all, do you think quantitative research contributes to qualitative research? How, if at all do you think qualitative research contributes to quantitative research? Are there examples of research topics that might be better suited for one approach or another?
- 18. Contributions of Qualitative Research to Mixed Methods Studies Determining variables for a quantitative study Giving voice to under- represented or under- researched individuals Providing context to a sample Taking account how people feel and construct their experiences and why these matter Formulating interventions Contributing to community engagement and social change Exploring surprising findings or negative results Exploring constructs or variables that are unknown Offering explanation to quantitative findings
- 19. • What are your expectations of research, in general? • What are your expectations of qualitative research? • What is your stance on the qualitative-quantitative debate? • What are your personal and professional fears and challenges regarding conducting qualitative inquiry? • How do you see qualitative research as a fit for you as a health professions educator? Reflect on the following (individually), then discuss your responses in a small group of 3-4 others: Research Expectations
- 20. Top 10 Points about Qualitative Research A journey, not a destination Recognize underpinning theoretical and philosophical assumptions Keep it simple – select a single idea to study / single research paradigm Involve others! Participants, co- researchers Let go of your defenses It’s not just about words / nor is it “easier” Quantitative research is not the enemy As described in your textbook, Qualitative Inquiry in Clinical and Educational Settings by DG Hays and AA Singh, 2012
- 21. Brainstorm ideas how you might design a study to answer your question. Revisiting Your Research Question from a Methodological Perspective
- 22. References Bishop-Clark, C. & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning. Sterling, VA: Stylus. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Carlyle, K. E. (2014, February 17). Research paradigms in education. Presentation made to the TiME program. Glassick, C. E. (2000). Boyer’s expanded definition of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75 (9). Glassick, C. E., Huber, M.T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco, Ca: Jossey-Bass. Green, J. & Britton, N.(1998). Qualitative research and evidence-based medicine. British Medical Journal, 316(7139), 1230- 1232. Gurung, R. A. R, & Wilson, J. H. (2013, Winter). Advancing scholarly research on teaching and learning. New Directions for Teaching and Learning, No. 136. San Francisco, CA: Wiley Publishing. Hays, D. G., & Singh, A.A. (2012). Qualitative inquiry in clinical and educational settings. Guilford Press. McKinney, K. (2004). What is the scholarship of teaching and learning (SoTL) in higher education? Presentation made at Illinois State University. Paulsen, M. B. (2001). The relation between research and the scholarship of teaching. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching and Learning. New Directions for Teaching and Learning, No. 86, 19-20. San Francisco, CA: Jossey-Bass. Richlin, L. (2001, Summer). Scholarly Teaching and the scholarship of teaching. New Directions for Teaching and Learning, No. 86. San Francisco, CA: Wiley Publishing. Schlesinger, J. (2013). Photos of VCU School of Medicine faculty. Shulman, L. S. (1999, July/August). Taking learning seriously. Change, 31(4), 10-17. Weston, C. B., & McAlpine, L. (2001, Summer). Making explicit the development toward the scholarship of teaching. New Directions for Teaching and Learning. San Francisco, CA: Wiley Publishing. Witman, P. D., & Richlin, L. (2007). The status of the scholarship of teaching and learning in the discipline. International Journal for the Scholarship of Teaching and Learning, 1(1), 13. available at http://digitalcommons.georgiasouthern.edu/ij- sotl/vol1/iss1/14.
Notes de l'éditeur
- Sharon or I (either one) begins the session with a welcome and introductions. We can ask how many people in the room have heard of the term “scholarship of teaching and learning”? (show of hands) and then Let them know that by the end of our time together, everyone should have a basic understanding of SoTL, and some ideas for how to move forward with a research agenda in SoTL, if they are interested in doing so. We can let them know that this will be an interactive session and they will be involved in working in a small group, as well as responding to some clicker questions. Does everyone have a clicker? (if not, someone from faculty development in the SOM can make sure they do). Remind them there is no need to take notes, unless they simply want to. We will be sending out our PowerPoint to everyone who has their name on the sign-in sheet after the session.
- This slides captures growth towards SoTL focusing on the behaviors and actions of individual faculty member and less on his/her “product”
- This slides captures growth towards SoTL focusing on the behaviors and actions of individual faculty member and less on his/her “product”
- This slides captures growth towards SoTL focusing on the behaviors and actions of individual faculty member and less on his/her “product”
- This slides captures growth towards SoTL focusing on the behaviors and actions of individual faculty member and less on his/her “product”
- Data/analysis limited to one course, one year, not systematic and peer-reviewed - NO
- Cue to the group is to show the histogram. IF there are widely discrepant views, you can ask everyone at a table to turn to his or her neighbors, and try to convince them of the correctness of your response. Give 2-3 minutes to do so, then repeat the poll (note, you will need to put the slide up for a second time to do so). At the end, this becomes an opportunity to elaborate on the aspect of SoTL addressed in the question. If everyone pretty much gets the question correct on the first go-round, then all you need to do is explain why it is the correct answer. Feel free to add any additional content you want to with this activity, Sharon, or to change it altogether. We will get together one more time to practice with the clickers and our slide presentation in the room that we will be using for the presentation. Although our discussion will focus on transforming hunches about teaching/learning into research questions, I thought it appropriate to initially provide a broader view of SoTL. Therefore, the few questions (slides 5-9) provide a variety of SoTL examples. This will help “prime the pump” and also add to the later discussion on SoTL vs. scholarly teaching. It is essential to highlight Conceptual work published in Academic Leadership - YES
- supported by literature and systematic qualitative analysis, peer-reviewed - YES
- In the transition, may need to alert participants to today’s focus of transforming hunches about teaching/learning into research questions. Transition to Terry’s portion?
- Explain how research questions imply specific methods. Ask what kind of questions were they generating at their tables. Were they Why questions? How questions? What questions? Then ask how congruent were the questions that they were posing with the research paradigm that they identified as being most true to their own assumptions about the nature of reality, values, methods, and the goal of scholarly inquiry. If they were not congruent, then the type of research design that you are most comfortable with (qualitative or quantitative) may not be the best suited to answer the question you have asked. Explain why qualitative methods are often used when the goal is to understand in classroom research; not always possible to have control group, not always possible to have a large N.
- Explain differences; again, reiterate, different questions lead to alternative methodology considerations. Talk about publication process, journal preferences, increasing amount of qualitative research now appearing in medical education journals. SoTL research can be qual or quantitative. But the question asked should dictate the method. Often, questions can be reframed – not just one way to ask a question!