Abstract
The Scholarship of Teaching and Learning is unfamiliar terrain for most college teachers. Those interested in this type of inquiry often do not know where or how to begin. Consequently, many never do. Moreover, first time investigators encounter multiple “how to” challenges—how to formulate a research question about teaching and learning, how to collect evidence, how to navigate the Institutional Review Board process, how to analyze evidence, how to document their work, and more. Each part of the process can derail teachers' efforts and bring their work to a halt. This presentation examines low threshold strategies to help novice practitioners plan and carry out scholarship of teaching and learning projects. I will focus on ways to: 1) identify researchable problems, 2) gather and analyze evidence and 3) cope with obstacles that impede instructors' progress.
Location
Lunch and Keynote Address (Room 1601)
Recommended Citation
Cerbin, Bill, "Helping First Time Practitioners Engage in the Scholarship of Teaching and Learning" (2011). SoTL Commons Conference. 40.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/40
Helping First Time Practitioners Engage in the Scholarship of Teaching and Learning
Lunch and Keynote Address (Room 1601)
The Scholarship of Teaching and Learning is unfamiliar terrain for most college teachers. Those interested in this type of inquiry often do not know where or how to begin. Consequently, many never do. Moreover, first time investigators encounter multiple “how to” challenges—how to formulate a research question about teaching and learning, how to collect evidence, how to navigate the Institutional Review Board process, how to analyze evidence, how to document their work, and more. Each part of the process can derail teachers' efforts and bring their work to a halt. This presentation examines low threshold strategies to help novice practitioners plan and carry out scholarship of teaching and learning projects. I will focus on ways to: 1) identify researchable problems, 2) gather and analyze evidence and 3) cope with obstacles that impede instructors' progress.
