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Scholarship of Teaching and Learning (Introductory)
Are you interested in collegial discussion and sharing about teaching effectiveness and student learning? Are you seeking new ways to engage students in the classroom? Are you interested in documenting and demonstrating the connections between your classroom teaching and student learning? If you answered yes to all or any of these questions, then the Scholarship of Teaching and Learning (SoTL) book discussion group is for you! SoTL can be defined as “systematic reflection on teaching and learning made public.” This fall, 4 sessions have been scheduled to read and discuss the book Inquiry into the College Classroom: A Journey Toward Scholarly Teaching (2007) by Paul Savory, Amy Nelson Burnett, and Amy Goodburn.

Fall 2009 Book Discussion
Inquiry into the college classroom:  A journey toward scholarly teaching

undefinedThis series of 4 sessions is for faculty interested in exploring questions centered around the scholarship of teaching and learning. CAFÉ will provide the book to faculty who sign up to participate. The book for fall, 2009 is Inquiry into the College Classroom: A Journey Toward Scholarly Teaching (2007) by Paul Savory, Amy Nelson Burnett, and Amy Goodburn.




Chapter 1 of this text opens with the following questions:
What is happening in my classroom?

How can you carry out more systematic inquiry into your teaching and your students’ learning?

How can you develop methods and processes for truly finding out what improves student learning in your courses?

The authors then outline a series of steps to design an inquiry in your classroom. Subsequent chapters in the text are case study examples of classroom inquiry portfolios created by college faculty teaching in a variety of disciplines from art and astronomy to math and political science.

The publisher describes Inquiry into the college classroom in the following way: “An essential companion for university faculty interested in conducting scholarly inquiry into their classroom teaching, this practical guide presents a formal model for making visible the careful, difficult, and intentional scholarly work entailed in exploring a teaching question. As a how-to guide, this is an invaluable resource for planning and conducting classroom research—formulating questions and hypotheses, defining a data collection methodology, collecting data, measuring the impact, and documenting the results. Inquiry Into the College Classroom is filled with richly illustrative examples that highlight how university faculty from a range of academic disciplines have performed scholarly inquiries into their teaching.”

Series Goals:
1. To advance the knowledge and skill among faculty in scholarship of teaching and learning.
2. To provide peer consultation to interested faculty about their own scholarship of teaching and learning project(s).
Days & Times:  Fridays, 9:00 - 10:30 am

Dates:  September 18, October 16, November 6, and December 4.

Location:  GHH 105  (CAFE Conference Room)

Convener:   Randy Magen magen@uaa.alaska.edu

Audio-conferencing is available for most events.  Please email request to Liisa at liisa@uaa.alaska.edu at least 48 hours in advance.

Please Register Here:
 


 

 

Designing Classroom Inquiry and Developing a Course Portfolio:
The Scholarship of Teaching and Learning (Advanced Group)
 


“Teaching university-level courses is a form of serious intellectual work that can be as challenging and demanding as discovery research. When teaching is undertaken as a form of inquiry into the impact a course has on student understanding, the quality and depth of this work can be revealed through writing that reflects the relation between the process of teaching and its results. -Dan Bernstein, University of Kansas

Have you ever wondered…

  -how a classroom inquiry could benefit you or your students?
  -what’s all the talk about course portfolios?

If you answer yes, to either of the above….then this series is for you.

We have scheduled 5 sessions this fall specifically for faculty interested in creating a classroom inquiry plan and eventually placing a course portfolio documenting the inquiry on-line on a CAFÉ maintained website to share with UAA colleagues and beyond.
Together we will explore the processes of:
• Developing a hypothesis for the inquiry (what do you want to change or introduce in a class and what impact will it have on student learning?);
• Creating an investigative plan (what evidence will you collect to determine the impact of the change?);
• Submitting your inquiry plan for IRB approval;
• Sharing the results of your inquiry on-line, at professional conferences, or in discipline specific pedagogy journals; and,
• Using the classroom inquiry process to document efforts to improve teaching and student learning for inclusion in your faculty review file.


The sessions will be faciliated by Betty Predeger, Diane Erickson, Randy Magen and Micah Fierstein.

Please join us for any or all of the sessions:

Friday, September 25; 9:30-11:30 am.  GHH 105
Friday, October 9; 9:30-11:30 am.  GHH 103
Friday, October 23; 9:30-11:30 am.  GHH 105
Friday, November 13; 9:30-11:30 am.  GHH 103
Friday, November 20; 9:30-11:30 am.  GHH 103

For further information, contact Diane Erickson, 786-4874, dianeerickson@uaa.alaska.edu

Please Register Here:

 
Registration required. Please take a moment to register for the series below.
 
SoTL Book Discussion Inquiry Into The College Classroom Introductory Group    
Designing Classroom Inquiry and Developing a Course Portfolio (Advanced Group)    
 
 
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Page Updated: 9/16/09  By:  Liisa Morrison