Wi13 Workshop - Teaching as Research

Wi13 Workshop - Teaching as Research

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  slides and resources:http://tinyurl.com/TARCTD WORKSHOPS: TEACHING AS RESEARCH (TAR) Peter Newbury Center for Teaching Development, University of California, San Diego [email protected] @polarisdotca ctd.ucsd.edu #ctducsd Thursday, March 14, 2013 12:30 – 1:30 pm Center Hall, Room 316
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  Teaching as Research(TAR) Scholarship of Teaching and Learning (SoTL) done by the course instructor about  research the teaching and learning occurring in the course he/she has taught, is teaching, will teach  can be every bit as rigorous as research done in the lab, archives, library, field  can be published in peer-reviewed journals 2 Teaching as Research
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  Improved Learning ina Large-Enrollment Physics Class Deslauriers, Schelew & Wieman (2011)  Weeks 1-11: PPT lectures + summative clicker qs  Week 11: BEMA [2] concept test + CLASS [3] Control Section Experimental Section  Week 12: PPT lectures  Week 12: New + clickers as usual instructors use pre- reading, reading quizzes, clickers, worksheets, feedback  Weeks 13: both classes givenlecturing) to (no access Experimental section resources  Week 13: 12 question test 3 Teaching as Research
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  Improved Learning ina Large-Enrollment Physics Class Deslauriers, Schelew & Wieman (2011) Control Experimental Table 1: Measures of student perceptions, behaviors, and knowledge. Section Section *Average value of multiple measurements carried out in a 2-week interval before the experiment. Engagement also varies over location in the classroom; numbers given are spatial and temporal averages. 4 Teaching as Research
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  Improved Learning ina Large-Enrollment Physics Class Deslauriers, Schelew & Wieman (2011) 5 Teaching as Research
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  What is thevalue of course-specific learning goals? Simon & Taylor (2009) Learning goals (also called learning outcomes or learning objectives) are statements of what a successful student is able to do. For example [5] “By the end of this lesson/section/course, you’ll be able to  (computer science) identify and debug a loop that never stops (infinite loop)  (physics) write down the mathematical description of a classical electromagnetic wave, and relate the terms to the velocity, wavelength, and frequency of the wave.  (human physiology) differentiate the functions of proteins, carbohydrates, and fats found within and 6 Teaching as Research plasma membrane on the
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  What is thevalue of course-specific learning goals? Simon & Taylor (2009)  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 A B is .” of learning goals in this course C . . total Comments 225 252 120 597 Students 59 76 51 186  Comments iteratively put into categories using content-analysis based coding 7 Teaching as Research
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  What is thevalue of course-specific learning goals? Simon & Taylor (2009) 8 Teaching as Research
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  Categories of Educational Research [6] Theoretical research Comparative Action or practitioner research Ethnography Case study Grounded theory Evaluative Experimental 'Cause and effect' research Systematic review Exploratory 9 Teaching as Research
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  Teaching as Research(TAR) The improvement of teaching and learning is a dynamic and ongoing process, just as is research in any discipline. 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. In so doing, instructors themselves become the agents for change in teaching and learning. CIRTL Network [7] Note: In its original form, this passage described TAR in science, tech, 10 Teaching as Research engineering and math (STEM). I removed “STEM” because it applies to all
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  Teaching as Research(TAR) 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. Participants in teaching-as-research apply a research approach to their teaching practice. CIRTL Network [7] 11 Teaching as Research
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  Think of aresearch question On your whiteboard, make up an education research question in your discipline:  something you’d like to find out  don’t’ worry about time, resources, implementation,… 12 Teaching as Research
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  13 Teaching as Research (Petra – Road block by Magh on flickr C
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  Institutional Review Board(IRB) Humans are involved in teaching-as-research. Human subjects ethics approval from the IRB may be required. analyze students’ test answers collect gender, ethnic, socioeconomic data students’ other video of yourself (no students visible) video with identifiable classes, majors features of students concept test pre- and post- survey middle of term survey monkey (eg, keep quit start KQS) protection of privacy exp’ts in support of do no harm to subjects effective, student-centered instruction 14 Teaching as Research
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  Exemptions from the(UCSD) IRB irb.ucsd.edu irb.ucsd.edu/Exemption_fact_sheet.pdf 15 Teaching as Research
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  Play it safe…  Assume all research is subject to approval by the IRB and seek an exemption for ed research. (Not, assume your research is okay and only approach IRB if you’re obviously putting humans at risk.)  If you’re considering a teaching-as-research project, consult with the Institution’s research ethics people.  Talk to Beth Simon in the CTD: we have several “blanket” exemptions for ed research  Inform your Dept Chair. Don’t proceed only on his/her ethics approval.  Think carefully about an experiment that puts any student(s) at a disadvantage – if it’s known an instructional strategy works, you can’t (ethically) remove that strategy from your instruction. 16 Teaching as Research
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  Research at difftypes of Institutions  Primarily Undergrad Institutions (PUI)  3 courses per term  Variety of courses  Research often REQUIRED – (how will you involve undergrads?  More research-focused R1-type institutions  1 course per term?  Teaching well a “plus” (though not enough to overcome not meeting research expectations)  publishing peer-reviewed education may or may not contribute to your publication record 17 Teaching as Research
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  Who funds TAR?  National Science Foundation (NSF) alone  TUES in Dept of Undergrad Education (Transforming Undergraduate Education in STEM)  Get advice before you write your first one  Go to a workshop on how to review NSF proposals  NSF and NIH as “broader impact”  Go to a workshop on how to review NSF proposals  Ask your Center for Teaching for help on the BI component  Partner with someone active in DBER at a PUI (fellow grad, local institution)  private  Howard Hughes MI 18 www.hhmi.org/news/20130314.html Teaching as Research
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  References 1. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 332, 603, 862-864. DOI: 10.1126/science.1201783 2. Ding, L., Chabay, R., Sherwood, B., & Beichner, R. (2006). Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment (BEMA). Phys. Rev. ST Phys. Educ. Res. 2, 010105. 3. 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. 4. Simon, B., & Taylor, J. (2009). What is the Value of Course-Specific Learning Goals? Journal of College Science Teaching, 39, 2, 52-57. 5. Carl Wieman Science Education Initiative, Resources – Learning Goals. www.cwsei.ubc.ca/resources/learn_goals.htm 6. Lambert, M. (2012). A Beginner's Guide to Doing Your Education Research Project. Thousand Oaks, CA: SAGE Publications Inc. via Tomorrow’s Professor cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1233 7. Center for the Integration of Research, Teaching and Learning (2010) Teaching as Research. www.cirtl.net/CoreIdeas/teaching_as_research 19 Teaching as Research
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  slides and resources:http://tinyurl.com/TARCTD WORKSHOPS: TEACHING AS RESEARCH (TAR) Peter Newbury Center for Teaching Development, University of California, San Diego [email protected] @polarisdotca ctd.ucsd.edu #ctducsd Thursday, March 14, 2013 12:30 – 1:30 pm Center Hall, Room 316
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  Conceptual steps inthe TAR process are: 1. Learning foundational knowledge. What is known about the teaching practice? 2. Creating objectives for student learning. What do we want students to learn? 3. Developing an hypothesis for practices to achieve the learning objectives. How can we help students succeed with the learning objectives? 4. Defining measures of success. What evidence will we need to determine whether students have achieved learning objectives? 21 (cont’d) Teaching as Research
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  Conceptual steps inthe TAR process are: 5. Developing and implementing teaching practices within an experimental design. What will we do in and out of the classroom to enable students to achieve learning objectives? 6. Collecting and analyzing data. How will we collect and analyze information to determine what students have learned? 7. Reflecting, evaluating, and iterating. How will we use what we have learned to improve our teaching? CIRTL Network [7] 22 Teaching as Research