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Peggy Collins

SoTL Resources - 1 views

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    Vanderbilt University Center for Teaching-- descriptions of what SOTL is and links to many samples and resources.
Gary Brown

A New Digital Repository for Sociology Instructors - Wired Campus - The Chronicle of Hi... - 1 views

shared by Gary Brown on 27 May 10 - Cached
  • the leaders of the American Sociological Association—believe that it also helps if instructors bring to their lecture halls a well-designed syllabus and a decent idea of how to engage students with the material.
  • Materials will be assessed by peer-review committees for their fidelity to a set of principles of high-quality teaching that have been identified by the association.
  • Our goal for the peer-review process is not only to sort out which materials belong in the repository, but also to promote a conversation within the discipline about effective teaching and learning
  • ...2 more annotations...
  • include them in their tenure-and promotion portfolios.
  • As Ernest Boyer said, faculty reward systems will need to be revised in order for faculty members to truly be rewarded on the basis of their scholarship of teaching."
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    Here's a repository in the making, and argument we have been making.
Gary Brown

News: Different Paths to Full Professor - Inside Higher Ed - 1 views

  • Ohio State is embarking on discussions on how to change the way professors are evaluated for promotion to full professor. University officials argue that, as in tenure reviews, research appears to be the dominant factor at that stage, despite official policies to weigh teaching and service as well.
  • The concept in play would end the myth that candidates for full professor (and maybe, someday, candidates for tenure) should be great in everything. Why? Because most professors aren't great at everything.
  • Once research eminence is verified, teaching and service must be found only to be "adequate."
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  • This approach is insidiously harmful," Alutto said. "First, it generates cynicism among productive faculty, as they realize the 'game' being played. Second, it frustrates productive faculty who contribute to their disciplines and the university in unique and powerful ways other than -- or in addition to -- traditional research. Third, it flies in the face of everything we know about the need for a balanced portfolio of skills to achieve institutional success."
  • Measuring impact is always difficult, particularly when it comes to teaching and service," he said. "But it can be done if we focus on the significance of these activities as it extends beyond our own institution -- just as we expect such broad effects with traditional scholarship. Thus, indicators of impact on other institutions, recognition by professional associations, broad adoption of teaching materials (textbooks, software, etc.) by other institutions, evidence of effects on policy formulation and so on -- all these are appropriate independent indicators of effectiveness."
  • Gerber said, the idea of "counting" such contributions in faculty evaluations is an embrace of Ernest Boyer's ideas about "the scholarship of teaching," ideas that have had much more influence outside research universities than within them.
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    Reconsidering SoTL at Ohio State
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    Responding to this portion: This approach is insidiously harmful," Alutto said. "First, it generates cynicism among productive faculty, as they realize the 'game' being played. Second, it frustrates productive faculty who contribute to their disciplines and the university in unique and powerful ways other than -- or in addition to -- traditional research. Third, it flies in the face of everything we know about the need for a balanced portfolio of skills to achieve institutional success." How does OAI navigate these real concerns / hurdles with our program assessment efforts? If we convince/force leadership to "value" teaching and SoTL but it carries little or no weight in terms of promotion and tenure (I give you Carol Anelli, for example), then don't we become part of that "game"?
Theron DesRosier

Building a Network, Expanding the Commons, Shaping the Field: Two Perspectives on Devel... - 0 views

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    " The two articles presented here discuss the possibilities of using online technologies to respond to these challenges. Authors Jennifer Meta Robinson and Tom Carey consider the question of how online environments might not only house collections of SOTL contributions and reflections on pedagogical practice, but also host ongoing exchanges about how these contributions can be used and developed more fully by both teachers and researchers. While Robinson and Carey share much common ground--indeed, as will be obvious, they have participated together in many discussions about these issues--they come at the challenges from different perspectives."
Theron DesRosier

Course Portfolio Initiative - 0 views

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    Examples of course portfolios from Indiana University Bloomington. All of these link to the Pew Course Portfolio Peer Review of Teaching Project http://www.courseportfolio.org/peer/pages/index.jsp
Joshua Yeidel

Wired Campus: A Plan to Develop and Spread Better College Teaching Practices ... - 0 views

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    How do we move from innovative but often isolated classroom practice to more far-reaching changes in institutions and the field as a whole?
Joshua Yeidel

Wired Campus: Randy Bass and Bret Eynon: Still Moving From Teaching to Learni... - 0 views

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    What emerged from this work was a picture of learning that drew our attention to a series of intermediate thinking processes that characterize flexible thinking, processes that digital media are especially good at making visible. This includes such things as how students work through difficulty, consider alternative pathways to solve problems, speculate about ideas, and argue with one another about meaning. These kinds of thinking processes turn out to be much more than just cognitive. Motivation, confidence, fear, one's sense of identity, experience, as well as formal knowledge all come to bear on them.
Joshua Yeidel

inventio: Randy Bass Text - 0 views

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    Changing the status of the problem in teaching from terminal remediation to ongoing investigation is precisely what the movement for a scholarship of teaching is all about.
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