UW System The Great Connector
This well written article by Nancy Chick (UW Colleges), appeared in Wisconsin People and Ideas, Summer 2008. It highlights the University of Wisconsin System's Office of Professional and Instructional Development (OPID) and its role in developing system-wide collaborations in teaching and learning.
Faculty College 2008 PowerPoint: Article citations for supplemental materials
The following articles were used as supplemental materials to the PowerPoint presentation, "Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning," at Faculty College 2008.
Due to copyright laws we are unable to post these articles on our site. We strongly suggest that you locate them and use them along with the PowerPoints.
The first article shows the use of Descriptive Questions: Quantitative methods and the second article reflects Confirmatory Questions: Quantitative methods.
Bacon, D.R., Stewart, K.A., & Silver, W.S.(1999). Lessons from the best and worst student team experiences: How a teacher can make the difference. Journal of management Education, 23(5), 467-488.
Balch, W.R. (1998). Practice versus review exams and final exam performance. Teaching of Psychology, 25,181-185.
Faculty College 2008 PowerPoint: Day One
Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning.
Presented by Dr. Renee Meyers, Coordinator, UWS Leadership Site
Faculty College 2008 PowerPoint: Day Two
Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning (surveys).
Presented by Dr. Renee Meyers, Coordinator, UWS Leadership Site
Faculty Colllege 2008 PowerPoint: Day Three
Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning (focus groups and more).
Presented by Dr. Renee Meyers, Coordinator, UWS Leadership Site
Content Analysis: PowerPoint Presentation
This Content Analysis PowerPoint was presented at the "Analyzing Written and Spoken Data Workshop," April 2008, sponsored by the UW System Leadership Site for the Scholarship of Teaching and Learning.
The presentation explained what Content Analysis is and discussed how to conduct Content Analysis using Dr. Meyers past research as an example.
Please refer to the Content Analysis Handouts below that supplement this presentation.
Content Analysis: Presentation Handouts
These handouts serve as supplemental materials for the Content Analysis PowerPoint that was presented at the "Analyzing Written and Spoken Data Workshop," April 2008, and sponsored by the UW System Leadership Site for the Scholarship of Teaching and Learning.
Grounded Theory: PowerPoint Presentation
This PowerPoint was presented at the "Analyzing Written and Spoken Data Workshop," April 2008, sponsored by the UW System Leadership Site for the Scholarship of Teaching and Learning.
The presentation was designed to explain what Grounded Theory is and showed an example of how to do Grounded Theory. Two published journal articles served as examples for the Grounded Theory research in the presentation.
SoTL in Mathematics: Moving from anecdotes to analysis
As part of a Conference Development Grant funded by the Office of Professional and Instructional Development (OPID), 13 mathematicians from 5 UW campuses (Eau Claire, Stout, Stevens Point, River Falls and Madison) attended a workshop at UW-Eau Claire designed to help participants gain an understanding of the process of educational research, from developing a framework to writing a report. Six faculty members from UW-Eau Claire presented sessions.
In addition, at the request of a number of participants, a website was developed to outline the workshop and provide additional resources for those interested in SoTL in Mathematics.
Guidelines for Human Research Participants in Scholarship of Teaching and Learning Research
Researchers across all disciplines conduct Scholarship of Teaching and Learning (SoTL) research. However, because SoTL researchers in some disciplines are unaccustomed to needing IRB approval for their disciplinary research (i.e., it does not involve human participants), there has been ambiguity among these SoTL researchers regarding the IRB process, and similar ambiguity among IRB evaluators as to what review category best fits SoTL research. This document is meant as a guideline for those doing Scholarship of Teaching and Learning (SoTL) research, and for those judging its status in the IRB process (also see McKinney, 2007 for additional information). It was not written to dictate decisions or actions. Instead it was written to provide additional information on research practices that may be unfamiliar to many, and to help guide researchers and IRB decision makers on SoTL work. Faculty from across the UW-System contributed to this paper.
What We Learned from Four Years of SOTL at UW- Stout
This article written by Dan Riordan, director of the Teaching and
Learning Center, describes the findings of the themes gleaned from a
culmination of four years of presentations and publications.
Survey results for the Impact of the Scholarship of Teaching and Learning in the UW System
In Fall, 2006, the UWS Leadership Site for the Scholarship of Teaching and Learning (SoTL) developed a web-based survey to assess the impact of SoTL on the UW System. All OPID Teaching Fellows and Scholars for the past several years were contacted and invited to complete the survey. In addition, all OPID faculty and administrative representatives (two from each UWS campus) were contacted and asked to distribute information about the survey and request completion from faculty on their respective campuses. The result was that 223 faculty from across the system completed the survey. Respondents from each of the fourteen campuses were represented.
The survey was divided into five parts regarding the impact of SoTL. The first set of questions queried respondents about the personal impact of SoTL on their teaching practices. The second set of questions investigated the impact of SoTL on the respondents students and classrooms. The third part of the survey looked at how being involve
Report: Impact of the Scholarship of Teaching and Learning in the UW System
In Fall, 2006, the UWS Leadership Site for the Scholarship of Teaching and Learning (SoTL) developed a web-based survey to assess the impact of SoTL on the UW System. All OPID Teaching Fellows and Scholars for the past several years were contacted and invited to complete the survey. In addition, all OPID faculty and administrative representatives (two from each UWS campus) were contacted and asked to distribute information about the survey and request completion from faculty on their respective campuses. The result was that 223 faculty from across the system completed the survey. Respondents from each of the fourteen campuses were represented.
Teaching Forum: A Journal of the Scholarship of Teaching and Learning
Special Issue: Using Lesson Study to Advance
Teaching and Learning Teaching Forum is an on-line biennial publication of the University of Wisconsin System's Office of
Professional and Instructional Development (OPID). It provides a
venue for peer-reviewed publication of exemplary "Scholarship of
Teaching and Learning" (SoTL) work, serving as a change agent to
demonstrate the scholarly nature and applied value of SoTL in higher
education.
Teaching and learning
Featured in this article are five instructors from the University of Wisconsin Barron-County, who are conducting Scholarship of Teaching and
Learning research in addition to their own disciplinary research. These
scholars view both forms of investigative work as equal partners in the
research process.