The College Classroom (Wi14) Week 8: Teaching as Research

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Information about The College Classroom (Wi14) Week 8: Teaching as Research

Published on February 28, 2014

Author: peternewbury



Peter Newbury and Beth Simon
Center for Teaching Development
University of California, San Diego
24 February 2014

Week 8: Teaching as Research The College Classroom February 25 and 27, 2014 Unless otherwise noted, this work is licensed under a Creative Commons AttributionNonCommercial 3.0 Unported License.

Can You Solve This? 2 “Play along” with the Derek’s puzzle. Also: Who’s doing the hard thinking? #tccucsd

Teaching as Research (TAR) 3 At the core of improving teaching and learning is the need to accurately determine what students have learned as a result of teaching practices. This is a research problem, to which instructors can effectively apply their research skills and ways of knowing. Teaching-as-Research involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students and teachers. CIRTL Network [1] #tccucsd

Your posts: Education research in 4 • • • • • • • • • • • • biology bioengineering biotechnology philosophy music sociology history engineering ethics lab sessions cognitive science art history #tccucsd • • • • • • • • • • • archaeology physics instructional practices organic chem inorganic chem math neuroscience critical thinking chemistry microbiology graffiti walls

Categories of Educational Research [2] 5 Theoretical research Comparative Action or practitioner research Ethnography Evaluative Case study Experimental Grounded theory 'Cause and effect' research Systematic review #tccucsd Exploratory

What is the value of course-specific learning goals? Simon & Taylor (2009) 6  3 classes (A = computer literacy Fa07, B = computer literacy Sp08, C = microbiology Sp08)  Last week of course (Wk 13): students asked to complete up to five copies of, “For me, the use of learning goals in this course is . . .” Comments A 225 B 252 C 120 total 597 Students 59 76 51 186  Comments put into categories using content-analysis based coding (Evaluative) #tccucsd

What is the value of course-specific learning goals? Simon & Taylor (2009) 7 Research informs the instructors about  how students are responding  what’s working (or not)  what to use again (or not) Helps instructors become better educators. #tccucsd

What can you study? 8 Students’ attitudes  what are they initially? (e.g., what are students’ views on academic integrity?)  how did they change after you did X? (e.g., what do students think about learning goals?) Students’ knowledge / skills  what are students able to do now that they couldn’t do before taking the course?  are students thinking more like experts? (e.g. what questions do they ask in lab/discussion?) #tccucsd

What can you accomplish next Qtr? 9 paper in journal Scholarship of Teaching and Learning (SoTL), Education Research carefully designed experiment to explore learning research done by you in your class to inform how you will teach in the future teaching #tccucsd teaching as research

Humans are involved in teaching-as-research 10 Mission of the Institutional Review Board (IRB): 1. Protection of subjects from physical harm. 2. Protection of your students’ privacy and success. If you suspect your research could violate 2, you might need to apply for IRB approval or an IRB exemption. Play it safe! #tccucsd

UCSD IRB grants exemptions to… 11 (1) Research conducted in established or commonly accepted educational settings, involving normal educational practices, such as (i) research on regular and special education instructional strategies, or (ii) research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods. [4] Things a scholarly, reflective instructor might and should do anyway. You have to apply to the IRB for an exemption… but the CTD has a blanket exemption for projects we’re involved in (so involve us!) #tccucsd

Your turn 12 Imagine you’re going to teach one section of a course in your discipline. You’re want to do research on it. What do you want to learn? Why is that important enough to do? (10 minutes) #tccucsd

Common education research tools 13 Quantitative What is happening?     Qualitative Why is it happening? Multiple choice tests (pre- and post-testing?) Attitude surveys (Likert SD, D, N, A, SA scale) mini-writing (muddiest point,…) document students’ answers on a worksheets responses to a question opinions/views votes on peer instruction question questions #tccucsd

Your turn 14 How are you going to investigate your issue? What do you anticipate will happen? (What will you do with that result?) (10 minutes) #tccucsd

Share your TAR projects 15 One-by-one at your table, please take ~5 minutes each to describe your TAR project to your colleagues and get (and give) feedback. #tccucsd

References 16 1. 2. 3. 4. 5. Center for the Integration of Research, Teaching and Learning (2010) Teaching as Research. Lambert, M. (2012). A Beginner's Guide to Doing Your Education Research Project. Thousand Oaks, CA: SAGE Publications Inc. via Tomorrow’s Professor Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? J. College Science Teaching, 39, 2, 52-57. Exemption from IRB Review, UCSD Human Research Protections Program, retrieved from 24/2/ 2014. Adams, W.K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkelstein, N.D., & Wieman, C.E. (2006) A new instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey (CLASS). Phys. Rev. ST Phys. Educ. Res. 2, 010101. #tccucsd

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