[beyond the binaries] - center for innovative teaching and ... · pdf file[beyond the...

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Powerpoint Templates

SoTL Principles & High-Impact Practices: A Partnership that

Extends the Conversation

[beyond the binaries]

Indiana University September 19, 2014

Nancy Chick, Vanderbilt University


teaching

research


HIPsters

SoTLers

people

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“student engagement in educationally purposeful behavior” engagement, satisfaction, retention, learning

“student learning”

(no consensus definition)

emphasis on cognitive events as sole domain of “learning”

focus


in class, out of class, between classes, across campus, off campus, in the community, far away most often

in class or in a course

location


iterative, consistent, cumulative first year + final year every year in between

bounded, circumscribed

idiosyncratic, atypical, thin slice, ‘controlled’

scope & scale

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self-reports quantitative large N direct evidence

self-reports quantitative & qualitative

relatively modest (& even small) N

evidence



food fruit

round sweet

fist-sized warm color good juiced

grow in orchards on flowering trees vulnerable to damage by disease & insects

similar infrared transmission spectra when dried, crushed, mixed with potassium bromide, & pressed into pellet

Barone, JE. (Dec, 2000). “Comparing Apples and Oranges: A Randomised Prospective Study.” British Medical Journal 321, 7276: 1569–1570. Sandford, SA. (1995). “Apples and Oranges: A Comparison.” Annals of Improbable Research, 1.3.

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Powerpoint Templates Felten, Peter. “Principles of Good Practice in SoTL” Teaching & Learning Inquiry, 1.1 (2013): 121-125. (free access)

Powerpoint Templates Felten, Peter. “Principles of Good Practice in SoTL” Teaching & Learning Inquiry, 1.1 (2013): 121-125.


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“To say that the purpose of colleges is to provide

instruction is like saying that General Motors'

business is to operate assembly lines or that the

purpose of medical care is to fill hospital beds.

We now see that our mission is not instruction

but rather that of producing learning with every

student by whatever means work best.”

Barr, Robert B. & Tagg, John. (1995). “From Teaching to Learning: A New Paradigm for Undergraduate Education.” Change

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“student engagement in educationally purposeful behavior” engagement, satisfaction, retention, learning

“student learning”

(no consensus definition)

emphasis on cognitive events as sole domain of “learning”

focus


“an investment of time and energy over an extended period that has unusually positive effects on student engagement in educationally purposeful behavior.”

(Kuh)

High Impact Practices

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High Impact Educational Practices at Indiana University

These practices benefit students because they •  stimulate intellectually-engaging and

educationally-effective curricula; •  provide active learning opportunities for students; •  deepen student learning and engagement in

classroom content; •  raise levels of performance, retention and success

for all students. http://citl.indiana.edu/resources_files/teaching-resources1/high-impact-practices.php

Powerpoint Templates (Kuh)


“Learning should be understood broadly to include not only disciplinary knowledge or skill development, but also the cultivation of attitudes or habits that connect to learning.”

(Felten, p. 122)

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HIPs’ “impact” “student learning” •  “disciplinary unconscious”

(Decoding the Disciplines)

•  “habits of head, hand, and heart” of signature pedagogies (Shulman; Gurung, Chick, & Haynie, 2009; Chick, Haynie, & Gurung, 2012)

•  “six facets of understanding” (Wiggins & McTighe)

•  taxonomies of cognitive & affective learning domains (Bloom, Anderson, & Krathwohl)

•  “significant learning” (Fink)

•  AAC&U VALUE rubrics •  positions/perspectives of cognitive development

(Perry; Belenky, Clinchy, Goldberger, & Tarule)

•  “what the best college students do” (Bain)


Students’ Reflections

Critical Incident Questionnaire / CIQ (Stephen Brookfield)

Metacognitive & Meta-affective Journals

(Chick, Kernahan, & Karis, 2009, p. 7)


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“…grounded in both scholarly and local context. Scholarship of any type builds on what is known, using relevant theory, practice-based literature, and prior research to establish a firm foundation for inquiry.”

“sensitivity to the location and dynamics of the inquiry, since all SoTL is rooted in particular classroom, disciplinary, institutional, and cultural contexts”

“should also be cognizant of the different environments of faculty work” (Felten, p. 122-3)


Randy Bass “Designing the University for 2030” Vanderbilt University Celebration of Learning April 21, 2014



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Experiential co-curriculum

Student Affairs Advising



Formal undergraduate

curriculum

Study abroad Internships

Undergraduate research

Community-based learning

Collaborative assignments

First-year seminars

Writing intensive Capstone courses

Where are the high impact practices located?




Student Affairs Advising



Formal undergraduate

curriculum

Study abroad Internships

Undergraduate research

Community-based learning

Collaborative assignments

First-year seminars

Writing intensive Capstone courses

[Where is SoTL focused?]


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in class, out of class, between classes, across campus, off campus, in the community, far away most often

in class or in a course

location


iterative, consistent, cumulative first year + final year every year in between

bounded, circumscribed

idiosyncratic, atypical, thin slice, ‘controlled’

scope & scale


self-reports quantitative large N direct evidence

self-reports quantitative & qualitative

relatively modest (& even small) N

evidence

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•  “‘disciplinary styles’”: “different questions and distinct ways of collecting and analyzing evidence of student learning”

•  “social science research methods” •  “smorgasbord of SoTL methods” “the intentional and rigorous application of research tools that connect the question at the heart of a particular inquiry to student learning”

(Felten, 123)


“…shift from an imperative of proof to an imperative of understanding

…from an imperative of generalizable simplicity to one of representing complexity well”

(Poole, 2013)

Poole, Gary. “Square One: What Is Research?” SoTL In & Across the

Disciplines, ed. Kathleen McKinney. IUP, 2013. 136-151.


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“the power and possibilities of such collaborative work”

“full partnership” “engaging students in the inquiry process”

(Felten, 123)


Undergraduate Research about a

high-impact practice

Powerpoint Templates Teaching & Learning Inquiry, 2.1 (2014): 103-118.

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HIPsters

SoTLers

people



SoTL as High-Impact Teaching

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Lesson Study uwlax.edu/sotl/lsp/guide



“making teaching ‘community property’” “both the process and products of inquiry are public”

(Felten, 123-4)

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appropriate for what?



HIPsters

SoTLers

people

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Table of Contents

1.  Indian Camp interchapter

2.  The Doctor and The Doctor's Wife

interchapter

3.  End of Something interchapter

4.  The Three Day Blow interchapter

5.  The Battler interchapter

6.  A Very Short Story interchapter

7.  Soldier's Home interchapter

8.  The Revolutionist interchapter

9.  Mr. And Mrs. Elliot interchapter

10. Cat In The Rain interchapter

11. Out Of Season interchapter

12. Cross Country Snow

interchapter

13. My Old Man interchapter

14. Big Two-Hearted River

interchapter

15. L'envoi

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1.  HIPs through the Lens of ___ Learning interchapter

2.  What Does High-Impact Learning Look Like? interchapter

3.  An Inductive Exploration of High-Impact Experiences interchapter

4.  Students’ Reflections on High-Impact Moments

interchapter

5.  SoTL of the Co-Curriculum interchapter

6.  Complementary Methodologies interchapter

7.  Undergraduate Research on a HIP interchapter

8.  Exploring Student High-Impact Experiences Using a Self-Study Approach interchapter

9.  Impact Revisited interchapter

10. AAC&U and ISSOTL Cross-Talk interchapter

11. SoTL as High-Impact Teaching interchapter

12. A HIP Lesson Study interchapter

Edited by Lorum Ipsum, Dolor Sit, & Amet Cicero


Thank you!

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