Abstract
Published literature on campus-wide assessment of faculty knowledge, perceptions and participation in Scholarship of Teaching Learning (SoTL) is scant. Presenters will describe a survey instrument specifically developed for general faculty assessment of this topic. The survey was constructed by compiling and modifying the most relevant elements of previously published instruments. Analyses include comparisons made based on factors such as college, department and rank. Survey data revealed, for example, that faculty reported high levels of understanding and value of SoTL in higher education, but low levels of actual participation in SoTL activities. Plans for on-campus utilization of these results, including informing faculty development opportunities on campus, will also be described. Attendees will use personal response devices to answer and critique selected survey questions, which will facilitate survey refinement. They will also have the opportunity to share experiences with assessment of faculty perceptions of SoTL at their own institutions.
Location
Room 1909
Recommended Citation
Mincer, Andi Beth and Hessinger, Sabrina, "Campus-Wide Assessment of SoTL: Analysis of Perceptions, Engagement and Obstacles" (2012). SoTL Commons Conference. 8.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2012/8
Handout
Campus-Wide Assessment of SoTL: Analysis of Perceptions, Engagement and Obstacles
Room 1909
Published literature on campus-wide assessment of faculty knowledge, perceptions and participation in Scholarship of Teaching Learning (SoTL) is scant. Presenters will describe a survey instrument specifically developed for general faculty assessment of this topic. The survey was constructed by compiling and modifying the most relevant elements of previously published instruments. Analyses include comparisons made based on factors such as college, department and rank. Survey data revealed, for example, that faculty reported high levels of understanding and value of SoTL in higher education, but low levels of actual participation in SoTL activities. Plans for on-campus utilization of these results, including informing faculty development opportunities on campus, will also be described. Attendees will use personal response devices to answer and critique selected survey questions, which will facilitate survey refinement. They will also have the opportunity to share experiences with assessment of faculty perceptions of SoTL at their own institutions.
