Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University
Earlier this year, I wrote a blog describing the Certificate of Specialized Instruction in SoTL (CSI-SoTL) program I co-developed in concert with my colleague, Amy Hurd, Director of the Graduate School at Illinois State University. Amy was interested in developing certificate or badging programs in various areas of focus for ISU’s graduate students; I was interested in developing a long-term effort to engage graduate students in the pursuit of scholarly teaching and engagement in the scholarship of teaching and learning. Thankfully, a collaboration was timely for both of us and the CSI-SoTL program emerged.
Quite honestly, Amy and I were unsure what type of interest students would have in our CSI-SoTL program. We created marketing flyers and sent information describing the program to all graduate students at ISU. Students with “a strong interested in teaching at the college/university level following graduation” were encouraged to participate. No stipends or course credit were offered as “carrots.” Rather, we hoped that students truly interested in learning about SoTL would join the program. Our goal was 10 participants; 13 enrolled. The breakdown of participants was as follows:
- 7 males, 6 females
- 8 doctoral students, 5 Master’s students
- 12/13 students were involved in teaching within their discipline
- Representation from the following disciplines (n): sociology (1), communication (2), English (3), politics and government (1), information technology (1), special education (2), economics (1), chemistry (1), and agriculture (1)
As conceptualized, the CSI-SoTL program was developed to help graduate students understand the purpose, definition and applications of SoTL to support current and future teaching, learning, and research efforts. Students enrolled in the CSI-SoTL program just completed the first of three phases:
- A three-workshop series on the topics of SoTL and My Teaching and Learning, Methods for SoTL, and Sharing My SoTL Work (October-December, 2016)
- Developing a SoTL project in consultation with a faculty SoTL research mentor (January-March, 2017)
- Systematic reflection during and after completion of workshops and project planning (Completed in April 2017)
Following the completion of Phase One, students were asked to evaluate their experiences across all three workshops the attended. Students indicated the following with quantitative data based on a Likert-type scale where 1=strongly disagree and 5=strongly agree:
|I was well informed about the objectives of each workshop in the series.||4.53||.52|
|I understand the difference between scholarly teaching and the scholarship of teaching and learning.||4.62||.51|
|Workshop content was relevant to my role as a student.||4.54||.66|
|Workshop content was relevant to my role as a teacher.||4.62||.51|
|The content of these workshops stimulated my interest in teaching and learning.||4.62||.51|
|I am more likely to engage in scholarly teaching/learning as a result of my attendance at these workshops.||4.85||.38|
|I am more likely to engage in SoTL as a result of my attendance at these workshops.||4.85||.38|
When asked to describe the most valuable aspects of the Phase One workshops, students provided the following feedback:
- I really enjoyed learning about what SoTL is and how it’s different from just “good teaching” and “scholarly teaching.” I also appreciated the resources that were provided.
- The most valuable aspect was the feedback from fellow members of the group. The ability to discuss your questions or concerns with a receptive, intelligent audience helped me grow in my pursuits.
- Getting to know other people’s SoTL research ideas.
- In-depth discussion of research interests/questions.
- Facilitator catered information to each participant’s disciplinary background, which helped to incorporate a diversity of opinions.
- I view these workshops as a crucial step toward effective pedagogy. All graduate teaching assistants could benefit from this certification training.
- First session was very educational and made me wish I had learned this was a field sooner.
Students offered the following suggestions to improve Phase One:
- It would be great to send an email out in advance outlining specifically what we’ll be covering in each section.
- The workshops were great. The only interesting addition might be an online discussion between workshops to talk with one another.
- I feel like they could be longer! More work time together to bounce ideas off one another.
- Could have some materials included and distributed before meeting every session like pre-memo email with articles and links.
- Have homework.
- More workshops! Perhaps have this as a for-credit class.
So, what to do with all this information? Plan for next year’s CSI-SoTL program!! While I am not sure that we will offer this program for course credit in the future, Amy and I will chat about ways to integrate students’ feedback to create a better experience for the next group of enrollees. I am already planning to integrate more “out of class” work and am intrigued by having an online discussion group for “in between” workshop queries, reflections, etc.
What is to come for this year’s CSI-SoTL participants in Phases Two and Three? I am in the process of matching each student with a faculty mentor with SoTL experience from their own discipline to plan a SoTL project. Together, each student-mentor pair will develop a detailed plan for a SoTL research project including research questions, methods, ethical considerations, and dissemination outlets. Students will share their projects with each other at an end-of-program event where they will be awarded their certificate for completing the CSI-SoTL program.