Using SoTL to Enhance Your Teaching

Bill BuskistBill BuskistAuburn UniversityAuburn University

buskiwf@auburn.edubuskiwf@auburn.edu

TodayToday’’s Goalss Goals

To Share with You Two Examples of SoTL that To Share with You Two Examples of SoTL that have Informed my Teachinghave Informed my Teaching

To Show You that SoTL Can Have Practical To Show You that SoTL Can Have Practical Benefits for Enhancing One’s TeachingBenefits for Enhancing One’s Teaching

To Encourage You to Take a Scholarly To Encourage You to Take a Scholarly Approach in Your Teaching and Thereby Approach in Your Teaching and Thereby Become Even Better than You are Now~Become Even Better than You are Now~

A ReminderA Reminder——

SoTL is research that investigates the SoTL is research that investigates the variables, factors, and contexts that variables, factors, and contexts that influence teaching and learning with an influence teaching and learning with an emphasis on understanding and improving emphasis on understanding and improving bothboth

This research is shared with others This research is shared with others through presentations and publications~through presentations and publications~

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Something to Think About… Something to Think About…

The main responsibilities of universities and colleges The main responsibilities of universities and colleges are teaching and research. Teaching imparts knowledge; are teaching and research. Teaching imparts knowledge; research deepens and broadens it. Knowledge aims at research deepens and broadens it. Knowledge aims at the truth. . . The responsibilities of teachers is to bring the truth. . . The responsibilities of teachers is to bring students to an appreciation and understanding of the students to an appreciation and understanding of the truth as it bears on some aspect of life.truth as it bears on some aspect of life.

J. Kekes (1997). Against preferential treatment.J. Kekes (1997). Against preferential treatment.

Academe, 83,Academe, 83, 35-37. 35-37.

Improving Teaching and Learning Improving Teaching and Learning Through TechnologyThrough Technology

A Few Years Ago, I Experimented with a A Few Years Ago, I Experimented with a Blended or Hybrid CourseBlended or Hybrid Course

Half Traditional Classroom and Half Half Traditional Classroom and Half Internet-Based~Internet-Based~

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My Traditional FormatMy Traditional Format

M-W-F Class Meetings (Lecture)M-W-F Class Meetings (Lecture) Weekly QuizzesWeekly Quizzes Non-Cumulative Mid-Term and FinalNon-Cumulative Mid-Term and Final

Experimenting with TechnologyExperimenting with TechnologyClass FormatClass Format

MO—No Class/Online “Prep Guides” MO—No Class/Online “Prep Guides” DueDue

WED—Regular LectureWED—Regular Lecture FR—Online Video or PBL Due (Alternate FR—Online Video or PBL Due (Alternate

Fridays—Class Every other Friday Fridays—Class Every other Friday (lecture))~(lecture))~

Experimenting with Technology Experimenting with Technology (Hybrid Parts)(Hybrid Parts)

In Class Student AssessmentIn Class Student Assessment Midterm ExaminationMidterm Examination

Combination of Multiple-Choice Combination of Multiple-Choice and Essay Questions and Essay Questions (Cumulative)(Cumulative)

Final ExaminationFinal Examination– Combination of Multiple-Combination of Multiple-

Choice and Essay QuestionsChoice and Essay Questions

– (Cumulative)(Cumulative)

On-line Student AssessmentOn-line Student Assessment Prep GuidesPrep Guides Mastery QuizzesMastery Quizzes Video ReportsVideo Reports PBL Solutions/Discussions~PBL Solutions/Discussions~

PBL EXAMPLE—

One of the most famous subjects in the history of psychology died in December of 2008. He became famous not for what he could do, but rather for what he could not do—form new memories, especially episodic memories. He could not remember the details of his life shortly after they occurred. Interestingly, though, his procedural memory remained intact, although he could not remember that he had learned a new skill. Psychologists became fascinated this man, known for most of his adult life as HM, because of the opportunity he presented for learning about the brain’s role in the formation of new memories. HM’s real name was Henry Molaison and you can read a brief synopsis of his Wikipedia also In the NY Times (inserted URLs here).

Based on your reading of these two pieces, answer the following questions:

1.What is the role of real-life events in furthering science, in this case, psychological science?

2. What does the study of HM tell us about the connection between brain structure and brain function?

3. Was the research conducted with HM ethical? What rights did HM have as a subject in psychological research and did his mentalstatus as an amnesiac interfere with his ability to make decisions as a participant in this research?

SoTL ResultsSoTL Results

F 2011 (Reg)F 2011 (Reg) S 2012 (Hybrid) S 2012 (Hybrid)

AA 29%29% 49%49%

BB 3636 3131

CC 1818 1515

DD 0606 0202

FF 1111 0303

N = N = 187 students 187 students 194 students 194 students1111

Take Home Messages—Take Home Messages—Technology SoTLTechnology SoTL

Challenge Students and They Will Rise to Challenge Students and They Will Rise to the Occasion if You Support Themthe Occasion if You Support Them

Adding Rigor to the Class Through Adding Rigor to the Class Through Technology-Based Assignments and Technology-Based Assignments and Exercises Improved Student LearningExercises Improved Student Learning

I’ve Been Using Technology-Based I’ve Been Using Technology-Based Assignments and Exercises Ever Since~Assignments and Exercises Ever Since~

Creation of the Creation of the Teacher Behavior Checklist (TBC)Teacher Behavior Checklist (TBC)

I Wanted to Discover the Key Elements in I Wanted to Discover the Key Elements in Becoming a “Master Teacher”Becoming a “Master Teacher”

A Search of the Master Teaching A Search of the Master Teaching Literature Revealed Lots of Lists of Literature Revealed Lots of Lists of Qualities of Excellent TeachersQualities of Excellent Teachers

But this Literature did NOT Reveal Any But this Literature did NOT Reveal Any Specific/Learnable Behaviors.~Specific/Learnable Behaviors.~

Creation of the TBCCreation of the TBC

Asked 114 AU Students to Generate Asked 114 AU Students to Generate ““DescriptorsDescriptors”” of their Best (Most of their Best (Most Effective) TeachersEffective) Teachers

Defined Defined ““most effective teacher as most effective teacher as ““someone from whom yousomeone from whom you’’ve learned ve learned much and enjoyed the process of learninmuch and enjoyed the process of learning.g.””~~

TBC StudyTBC Study

Resulted in 47 Quality CategoriesResulted in 47 Quality Categories Asked 184 More AU Students to Assign Asked 184 More AU Students to Assign

““Behavioral DescriptorsBehavioral Descriptors”” to Each to Each Quality.~Quality.~

TBC StudyTBC Study

Provided an Example to Clarify the Provided an Example to Clarify the AssignmentAssignment

What Does a Teacher What Does a Teacher DoDo to Show that He to Show that He or She has a or She has a ““Sense of Humor?Sense of Humor?””

– Tells a funny story or jokeTells a funny story or joke

– Makes fun of him/herself~Makes fun of him/herself~

TBC StudyTBC Study

The Results Produced 28 Categories with Accompanying The Results Produced 28 Categories with Accompanying Behavioral Anchors. The Scale has Very High Reliability Behavioral Anchors. The Scale has Very High Reliability and Validityand Validity

We Call this We Call this ““ScaleScale”” the TBC—or the Teacher Behavior the TBC—or the Teacher Behavior Checklist* (Handout)Checklist* (Handout)

We use it for Formative Evaluation of Faculty TeachingWe use it for Formative Evaluation of Faculty Teaching

*Keeley, J., Smith, D., & Buskist, W. (2006). The Teacher Behaviors *Keeley, J., Smith, D., & Buskist, W. (2006). The Teacher Behaviors Checklist: Factor analysis of its utility for evaluating teaching. Checklist: Factor analysis of its utility for evaluating teaching. Teaching of Teaching of PsychologyPsychology, 33, 84-90. , 33, 84-90.

TBC StudyTBC Study

We Then Compared 916 Students and 118 We Then Compared 916 Students and 118 Faculty on the Faculty on the ““ToP 10ToP 10”” Most Important Most Important Qualities/Behaviors Related to Effective Qualities/Behaviors Related to Effective Teaching.Teaching.

Similarities: >60%~Similarities: >60%~

TBC: AU Students and Faculty TBC: AU Students and Faculty AgreementAgreement on Top 10— on Top 10—

StudentsStudentsFacultyFaculty

Quality/Behavior CategoryQuality/Behavior Category rankrank rankrank____________________________________________________________________________________________________Realistic Expectations/FairRealistic Expectations/Fair 1 1 9 9Knowledgeable About TopicKnowledgeable About Topic 2 2 1 1Approachable/PersonableApproachable/Personable 4 4 5 5RespectfulRespectful 5 5 7 7Creative/InterestingCreative/Interesting 6 6 8 8Enthusiastic About TeachingEnthusiastic About Teaching 1010 2 2

TBC: AU Students and Faculty TBC: AU Students and Faculty DisagreementDisagreement on Top 10— on Top 10—

StudentsStudentsFacultyFaculty

Quality/Behavior CategoryQuality/Behavior Category rankrank rankrank__________________________________________________________________________________________________________UnderstandingUnderstanding 3 3 21 21Happy/Positive/HumorousHappy/Positive/Humorous 7 7 27 27Encourages/Cares for StudentsEncourages/Cares for Students 8 8 12 12Flexible/Open-mindedFlexible/Open-minded 9 9 13 13

Promotes Critical ThinkingPromotes Critical Thinking 2525 3 3PreparedPrepared 2020 4 4Master CommunicatorMaster Communicator 1515 6 6Presents Current InformationPresents Current Information 2222 9 9

TBC StudyTBC Study

Differences:Differences:

– Students—Emphasize RelationshipsStudents—Emphasize Relationships

– Faculty—Emphasize Teaching Faculty—Emphasize Teaching Technique~Technique~

The TBC is Robust—The TBC is Robust—

These Have Been Findings Replicated:These Have Been Findings Replicated:–at the Community College Levelat the Community College Level–at the Liberal Arts College Levelat the Liberal Arts College Level–in Canada, China, and Japanin Canada, China, and JapanFor further details:For further details:

Keeley, J., Christopher, A. N., & Buskist, W. (2012). Emerging evidence for excellent teaching across borders. In J. E. Groccia, M. Al-Sudairy, & W. Buskist (Eds.), Handbook of college and university teaching: Global perspectives. (pp. 374-390) Thousand Oaks, CA: Sage.Liu, S., Keeley, J., & Buskist, W. (in press). Chinese college students’ perceptions of characteristics of excellent teachers. Teaching of Psychology.

Enhancing Positive Educational and Enhancing Positive Educational and Personal Student ConsequencesPersonal Student Consequences

Factor-Analytic Studies of the TBC as Factor-Analytic Studies of the TBC as well as Student Evaluations of well as Student Evaluations of Outstanding Teachers Reveal Two Outstanding Teachers Reveal Two Factors:Factors:

– Professional Competency (Technique)Professional Competency (Technique)

– Rapport (Social Interaction) ~Rapport (Social Interaction) ~

Lowman’s Empirical Observation Lowman’s Empirical Observation

The ability to stimulate strong positive emotions in students is what separates the competent from the outstanding college teacher.

Joseph Lowman,University of North Carolina, Chapel Hill

Lowman, J. (1995). Mastering the techniques of teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Another Very Another Very Interesting Observation…Interesting Observation…

National Award Winning Teachers National Award Winning Teachers Differ from “Typical” Teachers in Their Differ from “Typical” Teachers in Their Emphasis on the Importance of Rapport Emphasis on the Importance of Rapport in Teaching. . .in Teaching. . .

Diane Halpern,Claremont-McKenna College

 TBC QualityAward-Winning Faculty

Buskist et al. (2002) Faculty

Schaeffer et al. (2003) Faculty

Enthusiastic about Teaching and Topic

1 2 2

Strives to Be a Better Teacher2 15 5

Creative and Interesting3 8 8

Knowledgeable About Subject Matter

4 1 1

Approachable/Personable 5 5 6

Effective Communicator6 6 12

Respectful 7 7 4

Encourages/Cares for Students

8 12 10.5

Prepared 9 20 19.5

Rapport 10 26 20.5

Comparison of Award-Winning and Other Faculty Ratings of the 28 Qualities/Behaviors(Keeley, Mansour, & Buskist, recently collected data (5-17-2014))

Rapport (R)

Low R High R

Professional Competency (PC)

High PC

Low PC

Professional Competency-Rapport Matrix

Rapport (R)

Low R High R

Professional Competency (PC)

High PC

Low PC

Level of Student-Teacher Interaction and Positive Consequences for Students

Scott Plous, CASE Awardee 2006, Psychology, Wesleyan University

If I had to name one indispensable aspect of teaching, it would probably be to cultivate a caring relationship with those whom you teach. Operationally, this includes getting to know students by name; listening to what they have to say; respecting their time and intellect; understanding their perspectives, concerns, and aspirations; and trying to offer them the sort of learning experience that you would want if your roles were reversed. ~

Take Home Messages—Take Home Messages—TBC StudyTBC Study

Although Excellence in Teaching is Very Although Excellence in Teaching is Very Difficult to Achieve, Teaching Consists of Difficult to Achieve, Teaching Consists of Identifiable Behaviors that can be Learned, and Identifiable Behaviors that can be Learned, and in Time, Masteredin Time, Mastered

Excellence in Teaching Involves both Excellence in Teaching Involves both Professional Competency and RapportProfessional Competency and Rapport

To Truly Achieve Excellence in Teaching, One To Truly Achieve Excellence in Teaching, One Most Go Beyond Technique and Develop Most Go Beyond Technique and Develop Rapport with Students, too~Rapport with Students, too~