Group items tagged

" 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."

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

Reconsidering SoTL at Ohio State

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"?

lamenting the increased burden involved in changing faculty roles, but misses the implications of SoTL and synergies. It is not more work but different, but communicating that vantage is our challenge.

Here's a repository in the making, and argument we have been making.

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.

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

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.

"Assessing student learning outcomes relative to a valid and reliable standard that is academically-sound and employer-relevant presents a challenge to the scholarship of teaching and learning. In this paper, readers are guided through a method for collaboratively developing and validating a rubric that integrates baseline data collected from academics and professionals. The method addresses two additional goals: (1) to formulate and test a rubric as a teaching and learning protocol for a multi-section course taught by various instructors; and (2) to assure that students' learning outcomes are consistently assessed against the rubric regardless of teacher or section. Steps in the process include formulating the rubric, collecting data, and sequentially analyzing the techniques used to validate the rubric and to insure precision in grading papers in multiple sections of a course."

Thinking about curriculum map. Doing it from the course level in Moodle. Understands the need for faculty agency and SoTL kinds of value in the work.

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

at last a decent article on rubric development--a good place to jump off.