understanding students and learning

understanding students and learning

using inquiry to enhance your teachingPeter Felten

Center for Engaged LearningElon University

“Location, even if unintentionally, seems to have been theorized into the dominant discourse where the

Western location is unconsciously amalgamated with the universal and treated as default ‘common sense’ and other locations are theorized out of the picture totally.”

(Chng & Looker, 2013, p. 139)

“It is possible to identify some broad differences between Confucian-influenced and

other educational approaches while avoiding essentialising either or falling into

stereotypical descriptions, particularly ones that are shaped by unacknowledged

cultural bias. Take for example the common distinction between western student-

centred approaches and Confucian-influenced teacher-centred approaches. There is

some truth in this and certainly, the roles adopted by students and teachers in western

and Confucian-influenced cultures can broadly differ. It would be wrong, however, to

suggest that all teachers in the west were genuinely student-focused…. Equally, it

would be wrong to suggest that Confucian-influenced teachers do not care about their

students, simply because their relationship does not conform to a western model.”(Chong & McArthur, 2021, p. 4)

1. What do you hope to better understand about your students and their learning?

2. How experienced are you at using inquiry to understand your students and enhance your teaching?

Menti.comCode: 9926 4178

Why use inquiry to understand students and learning?

How to use inquiry effectively?

What will you do?

“The scholarship of teaching and learning (SoTL) encompasses a broad set of practices that engage teachers in looking closely and critically at student learning for the purpose of improving their own

courses and programs. It is perhaps best understood as an approach that marries scholarly inquiry to any of the intellectual tasks that comprise the work of teaching.”

(Hutchings, Huber, and Ciccone, 2011)

SoTL improves teaching approaches and student learning outcomes.

(Tr i gwe l l , 2013 ; Hutch ing , Huber, & Ciccone , 2011)

SoTL develops “a generative culture [that] multiplies the impact of formal faculty development, enhances self-motivated

individual faculty learning, and supports faculty experimentation in their courses.”

(Condon et a l . , 2016 , p. 121)

Level Purpose of investigation Evidence gathering methods &conclusions will be Investigation results in

1 To inform oneself Verified by self Personal knowledge

2 To inform a group within a shared context

Verified by those within the same context

Local knowledge

3 To inform a wider audience Verified by those outside of that context Public knowledge

(Ashwin & Trigwell, 2004, p. 122)

Enhance your teaching and your students’ learning

Make a scholarly contribution

Engage in quality assurance

“What matters most is for teachers to investigate the problems that matter most to them”

(Bass, 1999)

for the purposes that matter to them.(Me, today)

3. What’s your primary purpose for engaging in inquiry into your students and their learning?




What will you do?

Principles of Good Practice in SoTL1.Inquiry focused on student learning

2.Grounded in context

3.Methodologically sound

4.Conducted in partnership with students

5.Appropriately public(Felten, 2013)

SoTL Problems

What works? What is?

-.

(Hutchings, 2000)

In what

conte

xts?

SoTL Problems

What works? Does the format of my course influence how much my students learn?

Do structured active learning activities in class contribute to learning for all of my students?

-.

“Even though the face-to-face format had the highest contact time, it also resulted in the lowest performance.”

“Although the hybrid and online courses had identical online resources,the hybrid had additional in-class active-learning exercises done in

teams and with support from undergraduate learning assistants and the instructor….Studies have found that group learning is particularly

beneficial for underrepresented students.”(p. 8)

SoTL Problems

What is?How can we help students write better

literature reviews?

How do students write lit reviews?

How do experts write lit reviews?Ho-.

“Decoding the Disciplines” interviews to articulate the steps you take in writing a lit review

3 groups of interview subjects: 2nd year and 4thyear undergraduates, and faculty

Student teams conduct the interviews

How do faculty write a lit review?“iterative” - “creative” - “recursive” - “radial”

How to faculty teach the writing of a lit review?“step-by-step”

How do 2nd year undergrads write a lit review?“step-by-step”

How do 4th year undergrads write a lit review?“I know I’m doing it wrong, but I go back-and-forth

from the literature to my question.”“My way is not the way you’re supposed to do it.”

Having students conduct the interviews mattered for what was disclosed by the person being

interviewed

Students asobjects of SoTL

Students asactors in SoTL

Photo by Martin Springborg

Involving students in SoTL contributes to increased

Engagement – enhancing motivation & learning

Awareness – developing metacognition & identity

Enhancement – improving teaching & experiences

Belonging – cultivating meaningful communities

(Cook-Sa ther, Bov i l l , & Fe l t en , 2014 ; Mercer-Maps tone e t a l . , 2017 )

In wha

t con

text

s?

“I think some faculty…are so focused on getting stuff done that they don’t pay attention to their students, who I think

are the most valuable resources in the classroom.”

(Undergraduate quoted in Cook-Sather, Bov i l l , & Fe l ten , 2014)



What will you do?

4. What’s one thing you will do (alone or with students) to better understand your students and their learning?


SoTL improves teaching approaches and student learning, and contributes to a

generative teaching culture within departments and institutions.

(Tr i gwe l l , 2013 ; Hutch ing , Huber, & Ciccone , 2011 ; Condon et a l , 2016)

SoTL involves “a shift from an imperative of proof to an imperative of understanding ,…

and from an imperative of generalizable simplicity to one of representing complexity well .”

(Poole , 2013 , p.149)

A s h w i n , P. & Tr i g we l l , K . ( 2 0 0 4 ) . I n ve s t i g a t i n g s t a f f a n d e d u c a t i o n a l d eve l o p m e n t . I n D. B a u m e & P. K a h n ( E d s . ) , E n h a n c i n g s t a f f a n d e d u c a t i o n a l d e v e l o p m e n t ( p p . 1 1 7 - 1 3 1 ) . R o u t l e d g e .

B a s s , R . ( 1 9 9 9 ) . T h e S c h o l a r s h i p o f Te a c h i n g : W h a t ’s t h e p ro b l e m ? I n v e n t i o 1 ( 1 ) .C h n g , H . & L o o ke r, P ( 2 0 1 3 ) . O n t h e m a r g i n s o f S o T L d i s c o u r s e . Te a c h i n g & l e a r n i n g I n q u i r y 1 ( 1 ) .C h n g , H . , L e i b ow i t z , B . , & Ma r t e n s s o n , K . ( 2 0 2 0 ) . L e a d i n g c h a n g e f ro m d i f f e re n t s h o re s . Te a c h i n g & L e a r n i n g I n q u i r y

8 ( 1 ) .C h o n g , D. Y. K . , & Mc A r t h u r, J . ( 2 0 2 1 ) . A s s e s s m e n t f o r l e a r n i n g i n a C o n f u c i a n - i n f l u e n c e d c u l t u re . Te a c h i n g i n H i g h e r

E d u c a t i o n . C o n d o n , W. , I ve r s o n , E . , Ma n d u c a , C . , R u t z , C . , G u d r u n , W. ( 2 0 1 6 ) . Fa c u l t y d e v e l o p m e n t a n d s t u d e n t l e a r n i n g . I n d i a n a

U n i ve r s i t y P re s s . C o o k - S a t h e r, A . , B ov i l l , C . , & Fe l t e n , P. ( 2 0 1 4 ) . E n g a g i n g s t u d e n t s a s p a r t n e r s i n l e a r n i n g a n d t e a c h i n g . J o s s e y - B a s s .F e l t e n , P. ( 2 0 1 3 ) . P r i n c i p l e s o f go o d p r a c t i c e i n S o T L . Te a c h i n g & L e a r n i n g I n q u i r y 1 ( 1 ) .G av a s s a , S . , B e n a b e n t o s , R . , K r ave c , M . , C o l l i n s , T. , & E dd y, S . ( 2 0 1 9 ) . C l o s i n g t h e a c h i e ve m e n t g ap i n a l a r g e

i n t ro d u c t o r y c o u r s e b y re d u c e d i n - p e r s o n c o n t a c t w i t h i n c re a s e d c o u r s e s t r u c t u re . C B E - L i f e S c i e n c e s E d u c a t i o n 1 8 ( a r 8 ) .

H o , E . ( 2 0 1 7 ) . S m a l l s t e p s . I n t e r n a t i o n a l J o u r n a l f o r S t u d e n t s a s Pa r t n e r s 1 ( 2 ) .H u t c h i n g s , P. , e d . ( 2 0 0 0 ) . I n t ro d u c t i o n . Op e n i n g l i n e s . C a r n e g i e Fo u n d a t i o n f o r t h e A d v a n c e m e n t o f Te a c h i n g . H u t c h i n g , P. , H u b e r, M . , & C i c c o n e , A . ( 2 0 1 1 ) . T h e s c h o l a r s h i p o f t e a c h i n g a n d l e a r n i n g r e c o n s i d e r e d . J o s s e y - B a s s . Me rc e r- Map s t o n e , L . , D vo r a kov a , S . , M a t t h ew s , K . , A b b o t , S . , C h e n g , B . , F e l t e n , P. , K n o r r, K . , M a rq u i s , E . , S h a m m a s , R . ,

& S w a i m , K . ( 2 0 1 7 ) . A s y s t e m a t i c l i t e r a t u re re v i ew o f s t u d e n t s a s p a r t n e r s i n h i g h e r e d u c a t i o n . I n t e r n a t i o n a l J o u r n a l f o r S t u d e n t s a s Pa r t n e r s 1 ( 1 ) .

Mo o r h o u s e , B . , & M i n , M . ( 2 0 1 9 ) . S t u d e n t s a s P a r t n e r s b eyo n d f o r m a l e d u c a t i o n . I n t e r n a t i o n a l J o u r n a l f o r S t u d e n t s a s Pa r t n e r s 3 ( 2 ) .

Po o l e , G . ( 2 0 1 3 ) . S q u a re o n e : w h a t i s re s e a rc h ? I n K . Mc K i n n ey ( e d . ) , S o T L I n a n d A c r o s s t h e D i s c i p l i n e s ( p p . 1 3 1 - 1 5 6 ) . I n d i a n a U n i ve r s i t y P re s s .

R o u s e , M . , P h i l l i p s , J . , Me h a f f e y, R . , M c G ow a n , S . , & Fe l t e n , P. ( 2 0 1 7 ) . D e c o d i n g a n d d i s c l o s u re i n S t u d e n t s - a s - P a r t n e r sre s e a rc h . I n t e r n a t i o n a l J o u r n a l f o r S t u d e n t s a s Pa r t n e r s 1 ( 1 ) .

Tr i g we l l , K . ( 2 0 1 3 ) . E v i d e n c e o f i m p a c t o f s c h o l a r s h i p o f t e a c h i n g a n d l e a r n i n g p u r p o s e s . Te a c h i n g & L e a r n i n g I n q u i r y1 ( 1 ) .

[email protected] @pfeltenNC

understanding students and learning

Documents