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Funded SOTL Research: Indiana University's Communities of Inquiry Teaching as though Learning Matters: A Systematic Study of Graduate Student Reflections on Learning to Teach (and Teaching for Learning)
in Higher Education
Summary of Original Proposal Jennifer Robinson (Anthropology), Valerie O’Loughlin (Medical Sciences)
Graduate students who teach have a story to tell. This project invites them to participate as both reflective practitioners and research subjects in a study about graduate student development in teaching. The project fills a gap in what we know about how graduate students learn to teach by going to their grassroots experience at IU. This is a study not of what faculty and administrators think works for grad students but of what grad students themselves experience as significant: carrying out a rich, systematic, qualitative study of what the effects of institutional support for teaching are. In particular, it focuses on the signature feature of IU’s preparing future faculty initiatives, the experience of learning in community. While our peer institutions have teaching centers that offer workshops and other centralized means for disseminating information about teaching, IU is unique in its emphasis on collaborative learning environments and departmental leadership that operate with and beyond teaching center leadership. In this way, the IU initiatives dovetail with theories of knowledge as socially constructed, student-centered learning as powerful, and institutions as a site of agency. The study’s methodology embraces a humanistic, qualitative, inductive, teaching oriented approach that will be, nonetheless, systematic so as to enrich the current practice models based on statistical, convenient, and top-down approaches that prevail. This project (1) gives graduate students voice about their experiences and provides further professional development for them, while also (2) bringing systematic scrutiny to IU’s approach to preparing the next generation of postsecondary faculty in ways that (3) can inform IU’s programming with significant factors and promising models and (4) speak powerfully to peer institutions and graduate students across the country. It will result in a volume of collected narratives by graduate students, accompanied by systematic analysis and recommendations for supporting graduate students’ development as teachers.
Teaching as though Learning Matters 2015 SOTL Grant Proposal
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Indiana University
Scholarship of Teaching in Learning Grant Proposal
November 6, 2015
Title of project:
Teaching as though Learning Matters: A Systematic Study of Graduate Student Reflections on
Learning to Teach (and Teaching for Learning) in Higher Education
Name and Department/School of each Investigator: Jennifer Meta Robinson, PhD, Professor of Practice
Department of Anthropology
Indiana University College of Arts and Sciences
Valerie O’Loughlin, PhD, Associate Professor of Anatomy and Cell Biology
Medical Sciences Program
Indiana University School of Medicine-Bloomington
Email Contact
Jennifer Robinson, [email protected]
Funding Level Requested
Phase II–Two Years
Teaching as though Learning Matters 2015 SOTL Grant Proposal
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Indiana University 2015 SOTL Grant Proposal
Teaching as though Learning Matters: A Systematic Study of Graduate Student Reflections on
Learning to Teach (and Teaching for Learning) in Higher Education
Abstract: Graduate students who teach have a story to tell. This project invites them to participate as
both reflective practitioners and research subjects in a study about graduate student development in
teaching. The project fills a gap in what we know about how graduate students learn to teach by going to
their grassroots experience at IU. This is a study not of what faculty and administrators think works for
grad students but of what grad students themselves experience as significant: carrying out a rich,
systematic, qualitative study of what the effects of institutional support for teaching are. In particular, it
focuses on the signature feature of IU’s preparing future faculty initiatives, the experience of learning in
community. While our peer institutions have teaching centers that offer workshops and other centralized
means for disseminating information about teaching, IU is unique in its emphasis on collaborative
learning environments and departmental leadership that operate with and beyond teaching center
leadership. In this way, the IU initiatives dovetail with theories of knowledge as socially constructed,
student-centered learning as powerful, and institutions as a site of agency. The study’s methodology
embraces a humanistic, qualitative, inductive, teaching oriented approach that will be, nonetheless,
systematic so as to enrich the current practice models based on statistical, convenient, and top-down
approaches that prevail. This project (1) gives graduate students voice about their experiences and
provides further professional development for them, while also (2) bringing systematic scrutiny to IU’s
approach to preparing the next generation of postsecondary faculty in ways that (3) can inform IU’s
programming with significant factors and promising models and (4) speak powerfully to peer institutions
and graduate students across the country. It will result in a volume of collected narratives by graduate
students, accompanied by systematic analysis and recommendations for supporting graduate students’
development as teachers.
Purpose of the Investigation: It is common knowledge that few college professors have training in how
to teach. Derek Bok, long-time president of Harvard University called this “the most glaring defect of our
graduate programs” (Derek Bok, “We Must Prepare Ph.D. Students for the Complicated Art of
Teaching,” Chronicle of Higher Education, 11 Nov 2013). This lapse is particularly egregious when the
cost and value of a college education, the deficiency of women and ethnic minorities from scientific
fields, and the diversification of student demographics keep higher education at the center of public
debate. At the same time, the practice of teaching becomes more demanding with new and
interdisciplinary subjects, new instructional technologies, fewer faculty members protected by tenure,
wider access to information but less understanding about the value of knowledge and wisdom, and so on.
Educational research proliferates but faculty application of it still lags. Many colleges and universities
now have teaching centers with professionalize staff who assist faculty and graduate students with
instructional techniques and tools. Other institutions tap the experience of working faculty members for
peer coaching in teaching. Nonetheless, a gap remains between robust, research-based connections
between teaching and learning and strategies actually used in classroom teaching, curricular design, and
instructional tool development.
Over the past 20+ years, Indiana University has pursued a unique path in preparing graduate students to
be outstanding college teachers as well as innovative scholars. The campus Center for Innovative
Teaching and Learning works with hundreds of graduate students every year to improve their teaching –
through workshops, class visits, individual consultation, etc. The campus also offers approximately 30
courses on college teaching in 21 departments (see
http://citl.indiana.edu/programs/aisupport/pedclass.php). Currently a proposal is before and Indiana State
commission to create a customized curriculum that results in an officially transcripted graduate certificate
of college pedagogy at IU. In addition, one department (Sociology) offers its own departmental
Teaching as though Learning Matters 2015 SOTL Grant Proposal
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certificate and two departments (History and HESA) offer graduate minors in college teaching. In short, a
substantial cohort of faculty members across campus are active proponents of education in teaching. In
addition, many publish and otherwise disseminate their scholarship of teaching and learning. IUB saw the
genesis of the International Society for the Scholarship of Teaching and Learning, the home of two of the
Society’s presidents, and was called the field’s “flagship” institution by Lee Shulman, formerly President
of the Carnegie Foundation for the Advancement of Teaching. In practice, however, only a third of the
College’s 70 degree-granting programs offer courses in pedagogy, and of those, only a few go beyond
basic how-to techniques. Moreover, smaller departments may never have the capacity to prepare their
graduate students fully for the complex roles they will face as faculty members. These important
innovations, investments, and gaps make IU a particularly good place to examine the graduate student
experience of learning to teach.
This project complements prior and ongoing research – which focus mostly on undergraduate learning,
the single course experience, or quantitatively represented data – with a qualitative, humanistic, and
grassroots analysis of the stories that graduate students tell about themselves. The project operates at three
levels:
1. a voluntary, interdisciplinary learning community for graduate students who would like
to reflect in writing and conversation on their teaching journey;
2. a research initiative that analyzes those written reflections for important significant trends
and important divergences and highlight intervention points in the preparation of
graduate students for their future roles as faculty members;
3. a published volume of first-person narratives and analytical chapters.
The project will document successes from IU’s approach for wide dissemination. As importantly, it will
identify leverage points for improving our orientation of graduate students to evidence-based and theory-
framed teaching – and thus our teaching of Indiana University undergraduate students across campus.
Research objectives: Through the development and production of an edited volume about graduate
student experiences becoming scholarly teachers, the research objectives will be:
To investigate the impact of community-based learning on graduate students’ experience
learning about teaching.
To investigate the catalyzing experiences of graduate students in learning to teach.
To correlate those experiences with their intellectual investments in teaching with
reflection, intention, student-centeredness, active learning, and other principles that
support learning.
To identify factors that can inform implementation of the proposed Graduate Certificate
in College Teaching (proposed in 2015 by the College of Arts and Sciences, in
partnership with the School of Education).
To develop recommendations to pedagogy professors and the Center for Innovative
Teaching and Learning for leveraging the study’s findings.
To provide a research environment for the PIs that simultaneously enhances the
experiences of graduate students participating (with professional development, a peer-
reviewed professional publication, and a monetary stipend)
Previous research results: This project builds on previous and ongoing research initiatives led by the PIs
on preparing graduate students to teach in higher education with attention to evidence of student learning.
Robinson and colleagues (2013, 2015) designed and studied an interdisciplinary seminar for
graduate students that taught classroom-based research principles for higher education through
multidisciplinary conversation and critique. Funded by the Teagle Foundation, the project
identified enablers and constraints of disciplinary discourse among novice teachers in structured
interaction with faculty mentors and recommended practices for developing a shared language
Teaching as though Learning Matters 2015 SOTL Grant Proposal
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that supports teaching. Graduate students (12 unique individuals per year for 3 years)
participated in a learning community in which they wrote course portfolios that documented
interventions in teaching designed to improve learning outcomes. A research project was
conducted on the design of the learning community, sanctioned by the IU Human Subjects
Review Committee and resulting in a dissertation and several publications.
As an IUB Learning Analytics Fellow in 2015, Robinson studied “big data” demographic
descriptors in a large, multi-section, first-year, general education course. All big courses represent
significant investments by the sponsoring departments, their schools, the graduate student section
leaders, and the undergraduate students who hope they auger a successful college career. This
project investigated patterns in demographics, teaching methods, and learning outcomes across a
single large course (taught from the same syllabus by a coordinated team of graduate students
who are instructors-of-record) in order to revise for greater student success in future iterations.
The study found important variation in the success and persistence of student demographic
cohorts and is making pilot and structural revisions accordingly. A next phase of the project will
compare student success across sections and instructors. Additionally, it will begin to incorporate
qualitative data as an effort toward humanizing “big data” for ethical and efficacious use in the
future, in this course and others.
Robinson is faculty leader for a proposed graduate certificate program in College Pedagogy that
is under review by the State of Indiana Higher Education Commission during Fall 2015. The
certificate will augment and coordinate current offerings by departments and centers and provide
students with a skill set highly valued by academic employers nationwide. In the face of fierce
competition nationally for faculty positions, the certificate will allow job candidates graduating
from IU to document and discuss their teaching in theory-framed and evidence-based terms. It
would also equip them to get off to a quick start in teaching in the early tenure years without
losing valuable time for their research. The certificate program will distinguish IU graduates
from competitors on the job market: at other top-tier universities, certificates in college teaching
are uncommon and usually rely on teaching center workshops rather than faculty expertise. IU
will set a new standard for academic preparation for college teaching by integrating departmental
training, inter-disciplinary seminars, graduate-level reading and research, and practica.
O’Loughlin and colleagues examined a pedagogy course (MSCI M620) in 2007. They discovered
that graduate students were more reflexive, gained confidence in the classroom, and had a better
understanding of how their students learned as a result of participating in the pedagogy course
(Miller et al., 2010). Students enrolled in this class tend to be more advanced in their MS or PhD
programs and have had prior academic teaching experience.
O’Loughlin, Robinson and colleagues are currently making a multidisciplinary research
evaluation of how teaching statements written in pedagogy courses influence graduate students'
development as teacher-scholars. While most previous research on pedagogy courses has been
limited to participant satisfaction surveys, this study makes a multi-disciplinary and large-scale
assessment of pedagogy courses at IU. It examines seminar syllabi and online faculty surveys to
compare and contrast courses. In addition, it evaluates draft and final teaching statements written
in those courses to compare graduate students development. The larger sample sizes of this
research should allow for generalizable results that may have impact beyond IU Bloomington.
Significance of the study for undergraduate/graduate teaching and learning and assessment: This
study represents a significant step in understanding graduate education as lived experience. The
teaching end of graduate education at most universities falls to education generalists in teaching centers,
who may be highly qualified for their positions but who are, nonetheless, largely disconnected from the
disciplinary professionalization of graduate students, which is essential for their success as future faculty.
At the same time, departmental faculty who supervise (or “train”) graduate-student teachers are not
necessarily informed about teaching beyond their personal experience and may even discourage their
Teaching as though Learning Matters 2015 SOTL Grant Proposal
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students from becoming good at teaching. This project offers graduate students a chance to reflect on and
mine their experiences for “lessons learned” and “journeys of professionalization” that they would like to
share with their peers. It endorses their perspectives and gives them voice and audience in a community
of peers. They will develop short (8-12 page) narratives about their experiences and workshop those in
community in order to prepare them for publication. In addition, those texts will then become the data
from on which the actual study rests—examining what grad students say matters in teaching development
when they are given a broad canvas on which to articulate their experience. Specifically, it will assess the
extensive emphasis on community-based learning opportunities for graduate students’ development as
teachers; the catalyzing experiences of transformations in their teaching; their investments in teaching
with high-impact practices; and directions for the proposed Graduate Certificate, CITL programs, and
departmental opportunities in college pedagogy. Moreover, the resulting volume of grad student
narratives framed with qualitative analysis of them as data will offer a different kind of “teaching tips”
book for courses and workshops that orient grad students to teaching.
The book’s grassroots-up approach to giving grad students a quick start on teaching is unprecedented in
the general literature on teaching. Such standards as the research-informed Teaching Tips by
McKeatchie, the SOTL primer Opening Lines by Hutchings, and the practice-heavy Quick Hits by IU
faculty simply do not empower graduate student voices or chronicle the experiences that matter to their
teaching world. Other useful books are centered on task or discipline (e.g., Classroom Assessment
Techniques by Angelo and Cross or The Anthropology Graduate’s Guide by Ellick and Watkins).
In addition, this project implicates improvements in undergraduate education because it offers further
professional development (reflection, information, self-authorship, community) for the graduate students
involved, most of whom will continue to teach undergraduates at IU and beyond. They will share
teaching strategies and develop networks of knowledge about teaching that operate across departmental
silos. In addition, lessons learned about what makes transformative teaching experiences for these grad
students will be used to structure teaching development programs at IU in the future, which should benefit
all IU undergraduate students.
Research methodology, including data collection and analysis: Please see the appended Research
Timeline and Budget Narrative for more information. The research method will be similar to the one that
PI Robinson used in the Teagle Collegium in the sense that there are two layers of activity to the project:
1. a professionalization opportunity for graduate students that offers benefits to them and 2. an informed
consent research study that participants can opt into. In this professionalization opportunity, graduate
students will be invited to apply for a seat in a learning community based on a 250-word description of a
significant teaching experience. Examples of questions they might address include:
What is a formative teaching experience you had at IU that others can learn from?
What artifacts do you have from your teaching life that could be useful for others (a lesson plan,
syllabus, reflection, teaching journal, syllabus, pedagogy syllabus, writing assignment, etc.)?
How have you developed your teaching identity and authority?
How has interacting with others shaped your teaching?
How did teaching become more/less important when it was in a community context?
How has research in the classroom changed your teaching experience, role, or identity?
What is the narrative version of your SOTL or educational research project? What is the most
important part for other graduate students to know about? How did you identify its question,
design the intervention, collect and analyze the data, publish or present it?
What is the “back story” for your teaching statement? How did you come to be the person it
represents? What is the achievement it represents? What issues did you deliberate about? How
did you find its focus?
How do you create a classroom that is a learning space for both students and yourself?
Teaching as though Learning Matters 2015 SOTL Grant Proposal
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What was a challenging moment in your learning, teaching, or professional development? What
resources, conversations, in/formal structures were valuable as you investigated and resolved it?
Why are you interested in that challenge still? Why should others be?
What do you want upcoming graduate students and faculty mentors to know about learning about
teaching and teaching for learning?
What can you recommend to new grad students or others based on your experience?
Students chosen to participate will then attend community meetings at which they will engage in verbal
and written reflection about experiences important to their teaching, focusing on the most meaningful
activities, accomplishments, barriers, and outcomes. The resulting first-person, reflective, narrative
essays and case studies will include teaching defined broadly: as it occurs in a classroom, a lab, in the
field, in sections and recitations, in tutorials, one-on-one, and so on. Students completing narratives will
be offered a $100 honorarium. Students invited and consenting to publication will have their narratives
disseminated in a book that acts as a crowd-sourced portrait of how graduate students develop their
teaching in a social context – embracing and proactively constructing numerous kinds of opportunities
that allow them to learn about teaching and teach for learning. The chapter authors will include current
and former Indiana University graduate students (some of whom may join by conferencing technology).
The goal is to gain wide representation of disciplines and issues attendant to learning about how to teach.
The narratives will undergo qualitative analysis using discourse, narrative, thematic, and critical lenses to
identify significant trends and important divergences. Theories of identity, power, pedagogy, and
reception are expected to be employed in making meaning from the data. We expect to attend to
powerful drivers such as motivation (intrinsic vs. extrinsic), locus of control (individual, institutional,
authoritative, etc.), and genre (reflection, intervention, transformation, justification, argument, etc.).
Finally, we will use the narratives to map, inductively, graduate teaching experiences to learning
development theory. For example, we anticipate that Kolb’s experiential learning model may usefully
describe development: from concrete experience to active experimentation, reflective observation, and
abstract conceptualization.
In addition, a survey of participants’ perceptions and recommendations will be administered and the final
volume with narratives and analysis will be made available to IU administrators, faculty, and teaching
center staff with influence on graduate education.
Outcomes and impact on student learning: We anticipate the following outcomes and impact may
emerge from the data:
Recommendations for enhancing the value and revising the design of graduate-student learning
communities for teaching
Recommendations for constellations of professionalization opportunities
Intentional engagement with hidden curricula
Clarification of self-defined identities and their intersections with current professionalization
opportunities
The identification of indicators for future directions for graduate students
Measures of success for the project: We will consider this project to be a success if it:
Enrolls at least 30 participants
Brings at least 20 narratives to completion
Results in a published volume of narratives and analysis
Manner which results will be disseminated:
Teaching as though Learning Matters 2015 SOTL Grant Proposal
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A published volume of graduate student narratives, the qualitative analysis of them, and
recommendations for implementing findings.
National and international conference presentations
IU SOTL program presentations
Appropriate departmental colloquia and committee meetings
(An interactive web site with continuing contributions from grad students around the world would
be desirable but beyond the scope of the current proposal.)
Reflective teaching practices: This entire project is premised upon reflection. The graduate-student
learning community will be practicing facilitated reflection, each person writing a reflective narrative
about what he or she considers to be the most important experience of development in teaching. In
addition, those reflections will serve readers to reflect on their teaching. Finally, the project will offer a
mirror to Indiana University, itself, so that staff, administrators, and faculty can consider current policies
and programs and make intentional changes.
Teaching as though Learning Matters 2015 SOTL Grant Proposal
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Budget Narrative
EXPENSE JUSTIFICATION COST
Graduate student
honorarium
Graduate students participating in the
learning community and submitting a
final narrative describing their experience
will be compensated $100, each. This
funding is not contingent upon consenting
to be a research subject. Any graduate
students not consenting to be a research
subject will not be considered for the
published volume but, with their consent,
may still be published in an online forum
that may be developed at a future time.
$50 per completed student
narrative, estimated 30
Total cost: $1560
Research Coordinator
The research coordinator will assist with
learning community logistics, data
collection and analysis, and assist with
manuscript preparation.
$20/hr for approximately
122 hours
Total cost: $2400
Travel to selected
conferences (e.g.,
ISSOTL, Lilly, POD)
In order to disseminate results, funds are
needed to help defray travel costs for each
researcher to attend one conference.
$500/researcher
Total: $1000
Total: $5000
Research Timeline
Dates Research Events
Fall 2015 submit SOTL grant
invite pilot group of graduate students (11/10)
received pilot descriptions (12/1)
convene pilot group to introduce project (finals week)
Spring 2016 hire research coordinator
submit IRB approval for study
set times and agendas for learning community meetings
develop learning community assessment instrument
convene pilot group (January)
firm up call for participation and send out (2/1)
receive application descriptions (3/1)
convene learning community participants (3/21)
collect formal consent
Summer 2016 collect final narratives (6/1)
Fall 2016 complete preliminary analysis (9/20)
submit a book prospectus (10/15)
Spring 2017 complete analytical chapters (2/1)
submit conference proposals
submit full manuscript (5/1)
Fall 2017 receive reviews and revise for publication (11/1)
present conference proposals
Teaching as though Learning Matters 2015 SOTL Grant Proposal
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References Cited:
Angelo, T. and K. P. Cross. Classroom Assessment Techniques. San Francisco: Jossey-Bass, 1993.
Bender, E., M. Dunn, B. Kendall, C. Larson, and P. Wilkes, eds. Quick Hits: Successful Strategies by
Award Winning Teachers. Bloomington: Indiana University Press, 1994.
Ellick, C. J. and J. E. Watkins. The Anthropology Graduate’s Guide: from Student to a Career. Walnut
Creek: Left Coast, 2011.
Hutchings, Pat. Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park:
Carnegie Foundation, 2000.
Kolb D. Experiential learning: experience as the source of learning and
development. Englewood Cliffs, New Jersey: Prentice Hall , 1984.
McKeatchie, W. J. Teaching Tips. 14th ed. Wadsworth, 2013.
Miller, L.E., O’Loughlin, V.D., Kearns, K.D., Braun, M., & Heacock, I. A pedagogy course’s influence
on graduate students’ self‐awareness as teacher‐scholars. Studies in Graduate and Professional
Student Development: 13 (2010): 59-82.
Robinson, J. M., K. Kearns, M. Gresalfi, A. Sievert, and T. Christensen (2015). Teaching on Purpose: A
Collegium Community Model for Supporting Intentional Teaching. Journal on Excellence in
College Teaching, 26 (1): 81-110.
Robinson, J. M., M. Gresalfi, A. K. Sievert, T. B. Christensen, K. D. Kearns, and M. E. Zolan (2013).
Talking Across the Disciplines: Building Communicative Competence in a Multidisciplinary
Graduate-Student Seminar on Inquiry in Teaching and Learning.” In The Scholarship of
Teaching and Learning In and Across the Disciplines, K. McKinney, ed, Bloomington: Indiana
University Press. 186-199.
JENNIFER META ROBINSON
November 2015
Indiana University
Department of Anthropology
800 East Third Street
Bloomington, IN 47405
Office Tel: (812)855-4607
Fax: (812) 855-6014
E-mail: [email protected]
Web: www.indiana.edu/~cmcl
EDUCATION
Ph.D. in English, Doctoral Minor in Folklore. Indiana University 2001.
Master of Arts in English. Northeastern University 1991.
Bachelor of Arts, Magna Cum Laude in English. Western Kentucky University 1988.
General Studies. Oberlin College 1980-1982.
ACADEMIC APPOINTMENTS
Indiana University, Bloomington
Professor of Practice, Department of Anthropology, 2015-present.
Course Director for Interpersonal Communication, 2008-present.
Affiliated faculty, Integrated Program on the Environment, 2013-present.
Affiliated faculty, Center for the Study of Global Change, 2007-present.
Professor of Practice, Department of Communication and Culture, 2013-2015.
Senior Lecturer, Department of Communication and Culture, 2008-2013.
Adjunct Assistant Professor, Department of Communication and Culture, 2000, 2006-2008.
PUBLICATIONS, Selected
Books
Monaghan, L., J. Goodman, J. M. Robinson, eds. A Cultural Approach to Interpersonal Communication: Essential
Readings, Second Edition. Malden, MA: Blackwell, 2012.
Reynolds, H., E. Brondízio, and J. M. Robinson, eds. Teaching Environmental Literacy: Across Campus and Across
the Curriculum. Bloomington: Indiana University Press, 2010.
Robinson, J. M., and J. A. Hartenfeld. The Farmers’ Market Book: Growing Food, Cultivating Community.
Bloomington: Indiana University Press, 2007.
Book Series Editor
Robinson, J. M., W. M. Schlegel, P. Hutchings, M. T. Huber, eds. Scholarship of Teaching and Learning.
Bloomington: Indiana University Press. 2009-present.
Articles and Book Chapters—Performance and Environment—redacted for short CV
Articles and Book Chapters—Scholarship of Teaching and Learning, Selected
Huber, M. T. and J. M. Robinson. “Mapping Advocacy and Outreach for the Scholarship of Teaching and Learning.”
Teaching and Learning Inquiry 4.1 2016.
Robinson, J. M., K. Kearns, M. Gresalfi, A. Sievert, and T. Christensen, “Teaching on Purpose: A Collegium
Community Model for Supporting Intentional Teaching.” Journal on Excellence in College Teaching.
Forthcoming 2015.
Robinson, J. M., M. Gresalfi, A. K. Sievert, T. B. Christensen, M. K. D. Kearns, and M. E. Zolan. “Talking Across
the Disciplines: Building Communicative Competence in a Multidisciplinary Graduate-Student Seminar on
Inquiry in Teaching and Learning.” In The Scholarship of Teaching and Learning In and Across the
Disciplines, K. McKinney, ed, Bloomington: Indiana University Press, 2013. 186-199.
Robinson 2
Robinson, J. M. “Learning Abroad and the Scholarship of Teaching and Learning.” In Student Learning Abroad:
What They’re Learning, What They’re Not, and What You Can Do about It. Michael Vande Berg, Michael
Paige, and Kris Lou, eds. Sterling, VA: Stylus, 2012. 239-257.
Robinson, J. M. “Building Faculty Inquiry Networks to Support Teaching and Learning.” In Building Networks in
Higher Education. Kayo Matsushita, ed. Tokyo: Toshindo, 2011. In Japanese and English.
Robinson, J. M. “A Model for Grassroots, Multidisciplinary Faculty Inquiry.” In Teaching Environmental Literacy:
Across Campus and Across the Curriculum..H. Reynolds, E. Brondizio, and J. M. Robinson, eds.
Bloomington: Indiana University Press, 2010. 1-16.
Carey, T., J. M. Robinson, J. Rakestraw. “Building a Network, Expanding the Commons, Shaping the Field:
Perspectives on Developing a SOTL Repository." In New Media Technologies and the Scholarship of
Teaching and Learning, edited by R. Bass with B. Eynon. The Academic Commons Magazine (January
2009). Electronic publication: http://www.colorado.edu/ftep/sites/default/files/attached-files/wesch_-
_knowledge_to_knoweldgeable.pdf.
Robinson, J. M., A. F. Wise, and T. M. Duffy. “Authentic Design and Collaboration: Involving University Faculty as
Clients in Project-Based Learning Technology Design Courses.” In Educating Learning Technology
Designers. Eds. C. DiGiano and S. Goldman. NY: Routledge, 2009. 80-100.
Nelson, C. E., and J. M. Robinson. “The Scholarship of Teaching and Learning and Change in Higher Education.” In
Realities of Educational Change: Interventions to Promote Learning and Teaching in Higher Education.
Eds. L. Hunt, A. Bromage, and B. Tomkinson. London: RoutledgeFalmer, 2006.
Robinson, J. M. “Instructional Development through Faculty Inquiry and Community.” Project Kaleidoscope,
Volume IV: What Works, What Matters, What Lasts. Alison Morrison-Shetlar, ed. 2006. Electronic
publication: www.pkal.org/collections/VolumeIV.cfm.
Ochoa, T., and J. M. Robinson. “Revisiting Consensus: Collaborative Learning Dynamics during a Problem-Based
Learning Activity in Education.” Journal of Teacher Education and Special Education 28 (2005): 10-20.
Robinson, J. M. “Multiple Sites of Authority.” In Campus Progress: Supporting the Scholarship of Teaching and
Learning. Ed. B. Cambridge. Washington, D.C.: AAHE, 2004. 125-128.
Robinson, J. M., and C. E. Nelson. “Institutionalizing and Diversifying a Vision of Scholarship of Teaching and
Learning.” Journal on Excellence in College Teaching 14 (2003): 95-118.
Robinson, J. M. “When Popular Software Goes Away: Helping Faculty Transition to New Products.” In Developing
Faculty to Use Technology: Programs and Strategies to Enhance Teaching. Ed. David G. Brown. Anker.
2003. 65-70.
Robinson, J. M. “A Question of Authority: Dealing With Disruptive Students.” In Our Own Voice: Graduate
Students Teach Writing. Eds. T. Good and L. Warshauer. Needham Heights: Allyn & Bacon, 1999.
PRESENTATIONS AND CONFERENCE PAPERS, Selected
Keynote and Plenary Presentations
“Educational Impact and the Scholarship of Teaching and Learning in North America.” Research on Teaching and
Learning: Integrating Practices Conference. McMaster University, Hamilton, Ontario, Canada. December
11, 2014.
“ISSOTL founding members on the past, present & possible futures of SOTL.” International Society for the
Scholarship of Teaching and Learning, Hamilton, Ontario, Canada. October 27, 2012.
“The Ecology of SoTL: The Long-Term Impact of a Learning Community on Environmental Literacy.”
International Institute for SOTL Scholars and Mentors, Loyola Marymount University, Los Angeles, June 3,
2012.
Plenary Panel with Mary Taylor Huber and Jacqueline Dewar. International Institute for SOTL Scholars and
Mentors, Loyola Marymount University, Los Angeles, June 1, 2012.
Robinson 3
“Stories from the Field: Space, Place, and the Performance of Self.” Association for the Study of Literature and
Environment biannual meeting, Bloomington, IN, June 2011.
“Faculty Inquiry Networks in the Scholarship of Teaching and Learning” SOTL Commons Conference, Statesboro,
GA, March 2011.
“Building Faculty Development Networks.” International Symposium, Future of Faculty Development in
Japan: Building the Core in Faculty Development, Kyoto University. January 2009.
“Taking Teaching Seriously: Fostering a Climate of Instructional Development.” Section plenary panelist on
“Leadership for Learning: Building Culture of Teaching in Academic Libraries” with S. C. Curzon, J. L.
Mullins, P. B. Yocum, and S. Walter. “The Scholarship of Teaching and Learning.” American Library
Association, New Orleans, June 2006.
“Going Public: Non-traditional Approaches to the Scholarship of Teaching and Learning.” Plenary panelist at the
annual International Conference on the Scholarship of Teaching and Learning, City University, London,
May 2004.
“Expanding the Scholarship of Teaching and Learning.” Continuous Improvement Symposium of the Association for
the Advancement of Collegiate Schools of Business, St. Louis, October 2001.
Invited Presentations, Selected
Robinson, J. M. “Environmental Literacy and a Sustainable Teaching Practice: Improving teaching and learning
across campus.” The Schaefer Distinguished Lecturer Program. Gallaudet University. April 2013.
Robinson, J. M. “Scholarship of Teaching and Learning at Illinois State University: Research, Learning, and
Leadership.” Indiana State University. February 2013.
Robinson, J. M. “Local Food: Who Grows It, Who Buys It, and Why Does It Matter?” Earlham College. Sponsored
by the Peace and Global Studies Department. September 2012.
Robinson, J. M. “The Ecology of SoTL: Influence and Impact of SOTL on a Campus Learning Community about
Environmental Literacy.” Illinois State University. March 2012.
Robinson, J. M., M. Gresalfi, A. Sievert, K. Kearns, T. Christensen. "Designs, Maps, and Tools: A Model for
Supporting Intentional Teaching.” Scholarship of Teaching and Learning Program, Indiana University,
Bloomington, November 2011.
Robinson, J. M., M. Zolan, T. Christensen, M. Gresalfi, K. Kearns, A. Sievert, "The Teagle Collegium on Inquiry in
Action: Report on the Second Year of Supporting Transformations in Graduate Student Teaching through
Critical Reflection." Teagle Foundation, New York City, April 2010.
Robinson, J. M. “How will they be different at the end of the semester? Aligning student learning with course
objectives.” University of Wisconsin Faculty College. Richland Center, Wisconsin. May 26-29, 2009.
Conference Papers and Presentations (Peer Reviewed), Selected
Robinson, J. M. “The Human Learning Project: Learning Analytics in a Multi-Section General-Education
Ethnography Course.” American Anthropological Association. Denver. November 2015.
Robinson, J. M. “Deconstructing the Strange/Familiar Strategy in Higher Education.” Panel Chair. Anthropological
Association. Denver. November 2015.
O’Loughlin, V. D., K. D. Kearns, J. M. Robinson, C. Sherwood-Laughlin. “Multidiscplinary Evaluation and
Comparison of Pedagogy Courses’ Influences on Graduate Student Development as Teacher-Scholars.”
Lilly Conference on College Teaching. Miami, OH. 2015.
Robinson, J. M. “Graduate Certificate in College Pedagogy: Resistance and Resilience in Institutional Change.”
International Society for the Scholarship of Teaching and Learning, Quebec City, Canada. October 2014.
Robinson, J. M. “Making the Land Connection: Local Food Farms and Sustainability of Place.” Greening of
Everyday Life: Reimagining Environmentalism in Postindustrial Societies. Rachel Carson Center for
Environment and Society. Munich, Germany. June 19-21, 2014. Funded participation in symposium.
Robinson 4
Robinson, J. M., Hewson, K., K. Mårtensson, D. Gregory. "From Classroom to Lobby?: A Roundtable on Advocacy
by ISSOTL." Featured Presentation. International Society for the Scholarship of Teaching and Learning.
Raleigh, NC. October 2013. Available: http://www.elon.edu/e-web/academics/cel/issotl/livestream.xhtml.
Robinson, J. M. “Talking Across the Disciplines: Building Communicative Competence in a Multidisciplinary
Graduate-Student Seminar on Inquiry in Teaching and Learning.” International Society for the Scholarship
of Teaching and Learning, Milwaukee. October 2011.
Hickey, D. and J. M. Robinson. “Assessing ‘21st Century Skills’ in University Contexts: Not so Fast!” International
Society for the Scholarship of Teaching and Learning, Milwaukee. October 2011.
GRANTS, Selected
Robinson, J. M., (PI), C. Hostetter, D. Pace, and G. Rehrey. “Planning Grant for Networking Advanced Research
Collaborations on Teaching, Learning, and Student Success.” Vice Provost for Undergraduate Education.
Indiana University. 2015. $12,500.
Robinson, J. M. “The HumAn Learning Project: Humanities, Analytics, & Learning in a Multi-Section General-
Education Course.” Learning Analytics Fellows Program. Vice Provost for Undergraduate Education.
Indiana University. 2015. $2000.
Pyburn, A., A. Sievert, and J.L. Thomas, PIs. Study of the training of students and professional archaeologists and
biological anthropologists in the Native American Graves Protection and Repatriation Act. National Science
Foundation. Advisory member. 2014-2015. 180,000.
Pezzullo, P. and J. M. Robinson "Teaching Sustainability and Environmental Literacy in the Humanities: Phase 1,
Communicating Sustainability.” Proposal for Sustainability Course Development Fellowship. Indiana
University Office of the Vice Provost for Faculty and Academic Affairs, 2009. $8000.
Robinson, J.M (PI), M. Zolan, A. Sievert, M. Gresalfi. “The Indiana University Collegium: Graduate Student-Faculty
Inquiry Communities on Learning and Teaching." Teagle Foundation. $150,000. 2008-2012. Project web
site http://www.indiana.edu/~collegia/.
Robinson, J. M. Carnegie Cluster Leadership Grant, $5,000. American Association of Higher Education. 2004.
AWARDS, Selected
Distinguished Service Award, nominated, International Society for Scholarship of Teaching and Learning, 2015.
Trustees Teaching Award, $2500, 2012. Indiana University.
Theodore M. Hesburgh Faculty Development Award, for the Scholarship of Teaching and Learning Initiative.
Sponsored by TIAA-CREF. Initiative director and proposal co-author. $30,000. 2003.
SERVICE, Selected
Guest Lectures, Selected
“Teaching in Community: Pedagogical Communication across the Four Fields.” E521 Internship in Teaching
Anthropology, sponsored by Chancellor’s Professor Anya Peterson Royce. Anthropology Department,
Indiana University, November 6, 2014.
“Scholarship of Teaching and Learning.” In C750 The Scholarship of Teaching and Learning in Higher Education,
sponsored by Professors Megan Palmer and Tony Ribera. Department of Higher Education and Student
Affairs, IUPUI, October 10, 2013.
“Teaching and Learning Institute: Sustainability across the Curriculum.” A one-day workshop, Indiana University.
August 20, 2010. With H. Reynolds and L. Kurz.
International Society for the Scholarship of Teaching and Learning, Selected
President, 2008-2011 (president-elect, 2008-2009; president 2009-2010; past president 2010-2011). Acting President
Elect, 2007-2008.
Valerie Dean O’Loughlin CV, November 2015
1
Curriculum Vitae (abridged and teaching-focused)
NAME: O’Loughlin, Valerie Dean (maiden name: Valerie Lynn Dean)
EDUCATION:
GRADUATE Degree Date
Indiana University, Bloomington Ph.D., Biological Anthropology
(outside minor in Anatomy)
June 1995
Indiana University, Bloomington M.A. Biological Anthropology
(outside minor in Anatomy)
June 1992
UNDERGRADUATE Degree Date
College of William and Mary in Virginia B.S., Physics & Anthropology May 1989
APPOINTMENTS:
ACADEMIC (in-rank position marked with an asterisk) INSTITUTION RANK/TITLE Inclusive Dates
Indiana University School of Medicine,
Bloomington
Assistant Professor of Anatomy and
Director of Undergraduate Human Anatomy
1997-2006
Indiana University School of Medicine,
Bloomington
Associate Professor of Anatomy and Director
of Undergraduate Human Anatomy
2006-2010
*Indiana University School of Medicine,
Bloomington
Associate Professor of Anatomy and Cell
Biology, (tenure track position)
2010-present
PROFESSIONAL ORGANIZATION MEMBERSHIPS: (all memberships are in-rank)
American Association of Anatomists (AAA) 2002-present
American Association of Clinical Anatomists (AACA) 2003-6, 2011-present
Human Anatomy and Physiology Society (HAPS) 2001-present
International Society for the Scholarship of Teaching and Learning (IS-SOTL) 2004-present
National Science Teachers Association 2001-2013
Sigma Xi 1991-present
American Association of Physical Anthropologists (AAPA) 1992-present
International Association for Medical Science Educators (IAMSE) 2014-present
PROFESSIONAL TEACHING HONORS AND AWARDS: (in-rank activities marked with an asterisk)
Award Name Granted by Date Awarded
Trustee Teaching Award Indiana University 2001
Elected member of FACET (Faculty Colloquium
on Excellence in Teaching)
Indiana University 2002
Nominated for outstanding professor in the
Student Choice Awards Program
Student Alumni Association
Indiana University
2003, 2004, 2005,
2008, 2009, 2012
Basmajian Award (in recognition of excellence in teaching gross anatomy
and outstanding accomplishments in biomedical
research or scholarship in education)
American Association of
Anatomists
2007
*Who’s Who in America Marquis’ Who’s Who 2007-present
Trustee Teaching Award ($2500) IU School of Medicine (IUSM) 2008
*Who’s Who in Science and Engineering Marquis’ Who’s Who 2008-present
*Who’s Who in the World Marquis’ Who’s Who 2008-present
*Trustee Teaching Award IU School of Medicine (IUSM) 2012
*Trustee Teaching Award IU School of Medicine (IUSM) 2014
* IUSM Scholar Educator Award (Honors a faculty
member who approaches teaching and learning from a
scholarly lens)
IU School of Medicine 2014
*IUSM Outstanding Professor in Basic Sciences IU School of Medicine (IUSM) 2015
Valerie Dean O’Loughlin CV, November 2015
2
TEACHING: (in-rank activities marked with an asterisk)
*1995-Present: Basic Human Anatomy (Anatomy A215)
Role: Course Director and Lecturer (Fall and Summer sessions)
*2010-Present:Human Anatomy for Medical Imaging Evaluation (ANAT A480/580)
Role: Course Developer, Course Director and Instructor
*1995-Present:Human Gross Anatomy (Anatomy A550-551):
Role: Course Director (since 2008) and Lecturer
*2007-Present:Pedagogical Methods in Health Sciences (MSCI M620)
Role: Course developer, Co-Course Director and Instructor
*2008-Present:Anatomy Seminar (Anatomy A850):
Role: Co-Course Director and Instructor
*2008-Present:Research in Anatomy (Anatomy A800):
Role: Co-Course Director and Mentor
*2009-Present: Anatomy Teaching Practicum (Anatomy A878):
Role: Course Director and Instructor/Mentor
*Selected Anatomy Readings (Anatomy A530):
Semesters: Role: Instructor/Mentor
GRANTS/ FELLOWSHIPS IN TEACHING: (in-rank activites marked with an asterisk)
1. Indiana University, Teaching & Learning Technologies Centers, Media Assistant Grant, $1500,
(11/01)
2. Indiana University, Scholarship of Teaching and Learning (SOTL) Research Grant, $1500,
Valerie O’Loughlin, PI (8/2001-8/2002)
3. SBC/Ameritech Fellows Program Grant for “Cardiovascular Embryology Modules for Medical
Students and Medical Professionals,” $15,000, Valerie O’Loughlin, PI (12/2001-5/2003)
4. Indiana University School of Medicine, Education Research and Development Grant for “Human
Cardiovascular Embryology Animation Modules for Medical Students and Medical
Professionals,” $7195, Valerie O’Loughlin, PI (4/2002 – 4/2003)
5. IHETS (Indiana Higher Education Telecommunication System), Course and Module
Development Grant for “Interactive Human Embryology Animation Modules for Medical
Students, Medical Professionals and Patients,” $19,780, Valerie O’Loughlin, PI (6/1/03-3/31/05)
6. Indiana University, Scholarship of Teaching and Learning (SOTL) Research Grant, $2500,
Valerie O’Loughlin and Mark Braun, co-PIs (6/2007-6/2008)
7. *Indiana University 2013 Scholarship of Teaching and Learning (SOTL) Grant for “The Role of
a Doctoral Level Public Health Pedagogy Course: Enhancing Associate Instructors’ Pedagogical
Practices and Undergraduate Student Learning” (Catherine Sherwood-Laughlin, PI, Valerie
O’Loughlin, Co-Investigator) (2/2013-2/2015)
8. *Indiana University 2015 Scholarship of Teaching and Learning (SOTL) Grant for A
Multidisciplinary Evaluation of Pedagogy Courses’ Influence on Graduate Student Development
as Teacher-Scholars” (Valerie O’Loughlin, PI; Catherine-Sherwood-Laughlin and Jennifer
Robinson, Co-Investigators) ($5000)
TEACHING PRESENTATIONS FROM LAST 5 YEARS: (in-rank activities marked with an asterisk)
REGIONAL
Title Organization Date O’Loughlin, VD, Braun, MW and Kearns, KD. Assessing
the role of a graduate pedagogy course in the development
of future teacher-scholars
Indiana University’s Edward C. Moore
Symposium on Excellence in Teaching
(Indianapolis, IN)
March 2010
O’Loughlin, VD, Braun, MW, Kearns, KD, Heacock, I,
Sullivan, CS, and Miller, LE. Lasting Effects of a
Graduate Pedagogy Course on the Development of
Teacher-Scholars
Indiana University’s Edward C. Moore
Symposium on Excellence in Teaching
(Indianapolis, IN)
March 2010
Valerie Dean O’Loughlin CV, November 2015
3
*O’Loughlin, VD. A ‘How-to’ Guide for Developing a
Publishable Scholarship of Teaching and Learning Project
IU School of Medicine Academy of
Teaching Scholars Program
(Indianapolis)
June 2011
*Lederer, A, Sherwood-Laughlin, C., Kearns, K,
O’Loughlin, V, and Lohrmann, D. Implementing a
Doctoral Pedagogy Class in Health Behavior
Indiana University’s Edward C. Moore
Symposium on Excellence in Teaching
(Indianapolis, IN)
March 2014
*O’Loughlin, VD. Preparing Future (and Current) Faculty
to Become Teacher-Scholars
IU School of Medicine, Medical Sciences
Seminar series (P&T seminar)
November 2015
NATIONAL
Title Organization Date *Griffith, LM, Braun, MW, Kearns, KD and O’Loughlin,
VD. A Pedagogy Course’s influence on Graduate
Students’ Self-Awareness as Teacher Scholars
2010 Professional and Organizational
Development Network in Higher
Education (POD) (St. Louis, MO)
October 2010
*O’Loughlin, VD and Griffith, LM. Developing
Metacognitive Skills Through the Use of Blogs in an
Upper-Level Undergraduate Anatomy Course
American Association of Anatomists,
2011 Experimental Biology Meetings
(Washington, DC)
April 2011
*O’Loughlin, VD. A Mixed Methods Assessment of the
Role of a Graduate Pedagogy Class on Teacher-Scholar
Development
American Association of Clinical
Anatomists (AACA) (Columbus, OH
July 2011
*Thompson, AR, Braun, MW and O’Loughlin, VD. How
Do Block Scheduling and Integrated Testing Affect
Medical Student Performance?
American Association of Anatomists,
2012 Experimental Biology Meetings
(San Diego, CA)
April 2012
*Thompson, AR and O’Loughlin, VD. Evaluating an
Anatomy-Specific Tool for Blooming Exam Questions
American Association of Anatomists,
2013 Experimental Biology Meetings
(Boston, MA)
April 2013
*Waggoner, JS, Braun, MW and O’Loughlin, VD.
Student Perceptions and Preferences of Two TBL
Modalities in the Second Year Medical Curriculum
American Association of Anatomists,
2013 Experimental Biology Meetings
(Boston, MA)
April 2013
*Hanson, DC, Braun, MW, Bauman, M and O’Loughlin,
VD. Attitudes toward the implementation of computerized
testing at IU School of Medicine
American Association of Anatomists,
2014 Experimental Biology Meetings
(San Diego, CA)
April 2014
INTERNATIONAL
Title Organization Date *O’Loughlin, VD. Educational Research on and
Pedagogical Methods for Teaching Anatomy to Pre-medical
(Undergraduate) Students
22nd
International Symposium on
Morphological Sciences (Sao Paulo,
Brazil)
February 2012
*O’Loughlin, VD. Performing Educational Research in
Gross Anatomy and Microscopic Anatomy
(keynote speaker)
1st Annual International Conference on
Microscopic and Macroscopic Anatomy
(Singapore)
July 2014
*Lederer, A, Sherwood-Laughlin, C, Kearns, K, &
O'Loughlin, V. Training Matters: The Development and
Multi-Method Evaluation of a Doctoral-level Pedagogy
Course for Graduate Instructors
34th
Annual Lilly International
Conference on College Teaching
(Oxford, OH)
November 2014
TEACHING PUBLICATIONS (in-rank activites marked with an asterisk)
Textbooks
1. *McKinley, MP and O’Loughlin, VD. Human Anatomy, Dubuque, IA: McGraw-Hill Publishing, ©
2005 (1e), © 2008 (2e), © 2012 (3e), © 2015 (4e), 5e in production
Valerie Dean O’Loughlin CV, November 2015
4
2. *McKinley, MP, O’Loughlin, VD, and Bidle, T. Human Anatomy and Physiology: An Integrative
Approach, Dubuque, IA: McGraw-Hill Publishing, © 2013 (1e), © 2016 (2e).
Published Book Chapters on Teaching 1. *Griffith, LM, O’Loughlin, VD, Kearns, KD, Braun, M and Heacock, I. (2010) Chapter 4: A Pedagogy
Course’s Influence on Graduate Students’ Self-Awareness as Teacher-Scholars. In: L. Border (ed.)
Studies in Graduate and Professional Student Development, No. 13, pp. 59-82, Stillwater, OK: New
Forums Press.
2. *O’Loughlin, VD. (2015) Chapter 46: Educational Research Opportunities in Anatomy. In: LK Chan
and W. Pawlina (eds.) Teaching Anatomy – A Practical Guide. New York, NY: Springer Publishing.
Published Papers on Teaching (last 5 years)
1. O’Loughlin, VD. (2002) Assessing the Effects of Interactive Learning Activities in a Large Science
Class: One Neophyte’s Adventures in the Scholarship of Teaching. Journal on Excellence in College
Teaching, 13(1): 29-42.
2. O’Loughlin, VD. (2002) Implementing Interactive Learning Activities in Anatomy Lectures. HAPS-
Educator, pp. 15-17.
3. O’Loughlin, VD. Using Cadaver Labs for Community Outreach. HAPS-Educator, 7-8 (2006)
4. O’Loughlin, VD. (2006) A “How to” Guide for Developing a Publishable Scholarship of Teaching
Project. Advances in Physiology Education, 30:83-88.
5. Husmann, P, O’Loughlin, VD, and Braun, MW. (2009) Quantitative and Qualitative Changes in
Teaching Histology by means of Virtual Microscopy in an Introductory Course in Human Anatomy.
Anatomical Sciences Education 2(5):218-226.
6. *Kearns, KD, Sullivan, CS, Braun, M and O’Loughlin, VD. (2010) A Scoring Rubric for Teaching
Statements: A Tool for Inquiry into Graduate Student Writing about Teaching and Learning. Journal
on Excellence in College Teaching, 21(1): 73-96.
7. *Doubleday, EG, O’Loughlin, VD, and Doubleday, AF. (2011) The Virtual Anatomy Laboratory:
Usability Testing to Improve an Online Learning Resource for Anatomy Education. Anatomical
Sciences Education, 4(6): 318-326.
8. *Collier, L, Dunham, S, Braun, M, and O’Loughlin, V (2012) Optical vs. Virtual: Instructor Perceptions
of the Use of Virtual Microscopy in an Undergraduate Human Anatomy Course. Anatomical
Sciences Education.5(1): 10-19
9. *O’Loughlin, VD, Collier, L, Dunham, S and Braun, M. (2013) Virtual Microscopy is a Superior and
Reputable Pedagogical Tool for Histology Learning: Response to Xu. Anatomical Sciences
Education. 6(2): 139-140.
10. *Thompson, AT, Braun, MW and O’Loughlin, VD. A Comparison of Student Performance on
Discipline-Specific versus Integrated Exams in a Medical School Course. Advances in Physiology
Education. 37(4): 370-6.
11. *Thompson, AR and O’Loughlin, VD. (2015) The Blooming Anatomy Tool (BAT): A Discipline-
Specific Rubric for Utilizing Bloom’s Taxonomy in the Design and Evaluation of Assessments in the
Anatomical Sciences. Anatomical Sciences Education 8(6): 493-501.
12. *Brokaw, J and O’Loughlin, VD. (2015) The Education-Focused PhD Program in Anatomy and Cell
Biology at Indiana University: Lessons Learned and Future Challenges. Anatomical Sciences
Education 8(3): 258-265.
13. *Lederer, AM, Sherwood-Laughlin, C, Kearns, KD, and O’Loughlin, VD. Development and Evaluation
of a Doctoral-Level Health Promotion Pedagogy Course for Graduate Student Instructors. College
Teaching (in press).
Celebrating60yearsofteachingandresearchinanthropology1947-2007
StudentBuilding130701E.KirkwoodAvenueBloomington,IN47405-7100(812)855-1041www.indiana.edu/~anthro
November7,2015SOTLGrantCommitteeCenterforInnovativeTeachingandLearningWellsLibrary,E250IndianaUniversityBloomingtonDearSOTLGrantSelectionCommittee,IampleasedtosupportRobinsonandO’Loughlin’sproposal“TeachingasThoughLearningMatters”foraSOTLgrant.TheirprojectwillfocusontheanalysisoftransformativeteachingexperiencesofgraduatestudentsinseveraldisciplinesacrosstheIUBcampus,creatingalearningcommunityinwhichgraduatestudentscanreflectonformativeandtransformativeexperiencesinamulti-disciplinarycontext.Studentparticipantswillalsowriteopen-endednarrativesabouttheirteachingexperiencesthatwillbeanalyzedbytheco-investigatorsandthencollectedintoavolumeforpotentialpublication.DuringthemanyyearsIUBhassupportedtheSOTLprogram,graduatestudentshavebeensomeofthemostengagedandinnovativeparticipants,especiallywhentheycomefromdepartmentslackingsustainedsupportforgraduatestudentpedagogicaldevelopment.Thusitisfittingthatthisprojectwillseektoanalyzeanddisseminatethecomparativeexperiencesofthisvanguardofyoungdisciplinaryexpertswhileencouragingtheirdevelopmentasanintellectualcommunity.ThisresearchwillalsoalignwiththeproposedgraduatecertificateincollegepedagogythatRobinsonhassubmittedtotheCollegeofArtsandSciences.Theresearchteamhasalreadybegunplanningthisfallandwillissueacallforparticipationinthecomingweeks.Fundingwillallowthemtoprovidehonorariatoparticipatingstudentsandwillhelpwithdatacollectionandanalysis,andconferencetravel.WithRobinsonandO’Loughlin’scollaborativeknowledgeandexperienceinbothSOTLandgraduatestudentpedagogicaldevelopment,Iamconfidentthatthisprojectwillmakeanimportantcontributiontothefutureofgraduatestudenteducation,atIUandbeyond.Sincerely,
INDIANA UNIVERSITY MEDICAL SCIENCES PROGRAM
SCHOOL OF MEDICINE Bloomington
Jordan Hall 105 1001 E. Third Street Bloomington, IN 47405 (812) 855-8118 fax (812) 855-4436
November 10, 2015 SOTL Grant Committee Center for Innovative Teaching and Learning Wells Library, 2nd Floor Indiana University Bloomington, IN 47405 Dear Members of the Grant Committee: Medical Sciences strongly supports the 2015 Scholarship of Teaching and Learning (SoTL) grant proposal submitted by Dr. Jennifer Robinson of the Department of Anthropology and Dr. Valerie O’Loughlin of Medical Sciences, entitled “ Teaching as though Learning Matters: A Systematic Study of Graduate Student Reflections on Learning to Teach (and Teaching for Learning) in Higher Education.” Dr. Valerie O’Loughlin and colleagues have previously demonstrated the effectiveness of a Medical Sciences pedagogy course on the development of graduate students as teacher-scholars, and they have presented and published their current findings in top-tier journals and at regional national and international meetings. Dr. Jen Robinson has led multiple efforts both supporting and researching the preparation of graduate students to teach in higher education. She has led graduate student learning communities (funded by the Teagle Foundation) and is the faculty leader for developing a graduate certificate program in College Pedagogy. In addition, Drs. O’Loughlin, Robinson, Sherwood-Laughlin, and Kearns are examining the effects of multiple pedagogy courses’ influences on Indiana University graduate student development as teacher scholars. Both Drs. Robinson and O’Loughlin have proven track records in presenting and publishing their educational research about graduate student teacher development. Drs. Robinson and O’Loughlin’s current research proposal will build on their previous educational research and most notably provide a student voice to the question about teacher development. The to-be-published volume of graduate student narratives will provide other institutions and other graduate students worthwhile data and recommendations about how to develop as scholarly teachers. Indiana University’s efforts in graduate student instructor development will be highlighted and showcased as a result. Please strongly consider this worthy proposal for a 2015 SoTL grant. This office and our faculty are strongly committed to this project and are eager to share the results of these educational research efforts. Thank you. Sincerely, John B. Watkins III, Ph.D. Associate Dean and Director Professor of Pharmacology & Toxicology Adjunct Professor of Optometry