The SoTL Advocate

Supporting efforts to make public the reflection and study of teaching and learning at Illinois State University and beyond…


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Call for Contributors — Case Studies in Evidence-Based Education: A Resource for Teaching in Clinical Professions

Co-editors Jennifer C. Friberg (Illinois State University), Colleen F. Visconti (Baldwin Wallace University), and Sarah M. Ginsberg (Eastern Michigan University) invite submissions for their upcoming text: Case Studies in Evidence-Based Education: A Resource for Teaching in Clinical Professions. This text is under contract with Slack Publishers (late 2020 pub date expected).

This book will present evidence-based education case studies that support teaching in the same manner that evidence-based practice is used to support clinical practice. Case studies will describe one of two phenomena: how existing research on teaching and learning has been applied to adapt a learning context OR how course instructors have collected data and used it to inform changes to course design, content, or implementation. The key to all chapters will be the description of how research on teaching and learning can be used in the clinically-based classroom to encourage the use of evidence-based pedagogies.

Submissions are sought from contributors representing a wide variety of clinical disciplines including (but not limited to) the following:

  • Speech-language pathology
  • Audiology
  • Physical therapy
  • Occupational therapy
  • Nursing
  • Medicine
  • Optometry/ophthalmology
  • Physician Assistants
  • Psychiatry
  • Pharmacology
  • Radiography
  • Athletic Training
  • Public Health and Health Prevention
  • Physiology

Submission Process:

Those interested in contributing to this volume should submit a one-page (maximum) manuscript overview no later than March 22, 2019 to Jennifer Friberg (jfribe@ilstu.edu). This one-page manuscript overview should describe:

  • the teaching/learning context that is the focus of the chapter
  • how original data or existing research was applied to adapt the teaching/learning context
  • ways the evidence described in your chapter could be applied to other clinically-based disciplines.

Editors will review submitted manuscript overviews and invite selected contributors to submit complete manuscripts for inclusion in this volume. Each invited chapter will feature the following components, standardized across all chapters for flow and consistency, describing the use of research on teaching and learning to approach instruction from a scholarly perspective:

  • A description of the teaching/learning context focused on in the manuscript
  • Brief review of original data or extant literature applied to the teaching/learning context
  • If original data, a brief report of study methods and outcomes
  • Description of how original data/extant research was applied in the teaching/learning context
  • Additional ideas for how evidence could be applied in other contexts, with a cross-disciplinary perspective
  • Resources for readers to access additional research in this area

A sample chapter is available for review upon request. Questions? Please contact Jennifer Friberg (jfribe@ilstu.edu).


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Hildebrandt Named 2018-19 Chizmar-Ostrosky Scholarship of Teaching and Learning Award Recipient

The Office of the Cross Endowed Chair in SoTL at Illinois State University is pleased to announce that Susan Hildebrandt (Ph.D., University of Iowa), Professor of Languages, Literatures, and Cultures, is the recipient of the 2018-19 Dr. John Chizmar & Dr. Anthony Ostrosky Scholarship of Teaching and Learning Award. Hildebrandt has been recognized for her excellence in research in the area of teaching and learning as well as her regular and enthusiastic support of the scholarship of teaching and learning (SoTL).

Dr. Susan Hildebrandt,
Professor of Applied Linguistics/Spanish and Coordinator of Teacher Education for the Department of Languages, Literatures, and Cultures at Illinois State University

At ISU, SoTL is defined as “the systematic study and/or reflection of our ISU students made public.” Throughout her academic career, Hildebrandt has used this definition to guide a great deal of her scholarly work. In doing so, she has developed a three distinctive lines of research: teaching languages to students with disabilities, use of service learning as a pedagogy, and pre-teacher knowledge and skill assessment at its intersection with educational policy. Hildebrandt’s scholarship on teaching and learning has been disseminated across a variety of venues: authored and edited books, book chapters, peer-reviewed journal articles, blogs, and numerous local, regional, and international presentations. Hildebrandt has regularly received internal and external grant funding for her SoTL work. Hildebrandt states that the scholarship of teaching and learning has “informed her teaching while pushing [her] to find and develop a scholarly voice within national conversations on teacher assessments and world language teacher education programs.” Hildebrandt’s recent SoTL projects have included:

  • Hildebrandt, S. A., & Hlas, A. C. (2018). Pedagogical content knowledge and language awareness as evidenced in the World Language edTPA. In P. B. Swanson & S. A. Hildebrandt (Eds.), Researching edTPA promises and problems: Perspectives from English as an additional language, English language arts, and world language teacher education (pp. 143-161). Charlotte, NC: Information Age Publishing.
  • Hlas, A. C., Conroy, K., & Hildebrandt, S. A. (2017). Student teachers and CALL: Personal and pedagogical uses and beliefs. CALICO Journal, 34, 336-354.
  • Swanson, P., & Hildebrandt, S. A. (2017). Communicative learning outcomes and world language edTPA: Characteristics of high-scoring portfolios. Hispania, 100, 331-347.
  • Hildebrandt, S. A., & Swanson, P. (2016). Understanding the world language edTPA: Research-based policy and practice. Charlotte, NC: Information Age Publishing.
  • Hildebrandt, S. A., & Swanson, P. B. (2014). World language teacher candidate performance on edTPA: An exploratory study. Foreign Language Annals, 47, 576-591.
  • Scott, S. S., Hildebrandt, S. A., & Edwards, W. A. (2013). Second language learning as perceived by students with disabilities. In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administrators: From theory to application (pp. 171-191). Boston, MA: Heinle.

Hildebrandt’s body of scholarship on teaching and learning has been disseminated across a variety of venues: peer-reviewed journal articles, book chapters, weblogs, and presentations at numerous local, regional, and international venues.

Hildebrandt has advanced SoTL at ISU by serving as a member of the SoTL Resource Group, a reviewer for and contributor to Gauisus, and a grant reviewer for the Office of the Cross Endowed Chair in SoTL. Additionally, she served as a mentor to a graduate student in the Certificate of Specialized Instruction in SoTL program.

Hildebrandt will be recognized for her receipt of this award at the 2019 University-Wide Teaching and Learning Symposium hosted by the Center for Teaching, Learning, and Technology at ISU later this week. She will be formally recognized with a plaque and honorarium at the upcoming Founder’s Day convocation ceremony in February, as well.


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Fall 2018 Program and Funding Opportunities at ISU for SoTLists

Illinois State University faculty and students have a robust selection of programming and funding opportunities this fall. Information below summarizes each. Contact Jen Friberg, Cross Endowed Chair in the Scholarship of Teaching and Learning, for additional information or to submit information as requested below (jfribe@ilstu.edu).

Programming Opportunities for Faculty & Students

SoTL Advocate Guest Author Incentives: Faculty and students involved in SoTL are invited to submit guest blog posts for The SoTL Advocate, a blog established in 2014 to provide information about SoTL and SoTL research to stakeholders at ISU and beyond. With 14,000 readers a year in over 20 countries, this blog has a wide readership and a strong sharing network for your work. Authors of accepted blog posts will receive a $100 stipend for their contribution.

Certificate of Specialized Instruction in SoTL: Graduate students with a strong interest in teaching and researching in higher education after graduation are invited to join this year’s cohort of students seeking focused study and reflection of research on teaching and learning to facilitate their work as students and as future faculty. All graduate students will receive information about this program, but others can access details at sotl.ilstu.edu.

SoTL Abstracts: The Office of the Cross Endowed Chair in SoTL is preparing a late fall newsletter (to be disseminated campus-wide) to feature the SoTL work of ISU students and faculty. Forward the citation and abstract for any SoTL work you’ve published in 2017 or 2018 for inclusion in this compendium. Be recognized for your work!

1:1 Consultations: Considering a SoTL project, but not sure where or how to start? Arrange a consultation with an experienced SoTL researcher.

Watch for a separate notice about an upcoming half-day workshop on the topic of collecting, analyzing, and interpreting qualitative data for your SoTL study. Dr. Sarah Ginsberg of Eastern Michigan University will be joining us for a hands-on session for faculty and for 1:1 consultations afterward. Save the date – 10/26/18.

Funding Opportunities (Full RFPs, submission guidelines, and review criteria are available @ ilstu.infoready4.com)

SoTL Travel Grants: Applications are being accepted for the SoTL Travel Grant Program for travel to present SoTL work. Funds may be used toward conference registration and/or travel costs. This applies to a trip already taken (and not fully reimbursed) or to be taken, to present SoTL work this fiscal year. We expect to award 10-12 grants for FY19. Please note that faculty/staff are eligible for one travel grant (of any kind) per year. Awards of up to $700 will be available to those presenting SoTL research at disciplinary or other teaching/learning conferences. Special awards of up to $1000 will be available to those presenting at international teaching and learning conferences. There are 2 cycles for SoTL Travel Grants. Applications for the fall award cycle are currently being accepted and must be submitted by 5pm on October 1, 2018. Applications for the spring award cycle will open October 8, 2018, and must be submitted by 5pm on February 4, 2010.

SoTL Seed Grants: Applications for seed grant funding to get SoTL projects up and running will be accepted starting in early September 2018. Grant funds will be awarded (in the form of a stipend) for work toward one of the following: writing an IRB or literature review for a SoTL project, gathering/collecting/analyzing data for a SoTL project, or applying SoTL to solve a teaching/learning issue in your classroom. Up to 12 SoTL Seed Grants in the amount of $250 will be awarded to faculty conducting their first SoTL project. Applications will be reviewed on a rolling basis from September 2018 through May 2019, with awards granted until funds are exhausted.

 


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A Look Back at FY18 – SoTL Involvement at ISU

Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University. 

gladlyred

Looking back over the last fiscal year (FY 19 started at the beginning of July here in Normal), it is clear that student and faculty involvement in scholarship of teaching and learning via workshops, funding, consultations, and other opportunities is growing AND that those involved in SoTL are representing a wide array of colleges and disciplines across campus. Happily, the Office of the Cross Chair has had a hand in helping our campus live it’s motto of gladly learning and teaching…from an evidence-based perspective! Gladly we SoTL!

For faculty, a variety of supports were offered throughout the year:

  • Three different “Intro to SoTL” workshops were developed, with the final workshop in May based on establishing a cohort of faculty who intend to plan and execute SoTL projects in the coming year with continued support and scaffolding from my office.
  • An IRB workshop, co-hosted with folks from our Research Ethics and Compliance office, to review SoTL-focused issues related to IRB changes on our campus and at a national level.
  • An external speaker, Dr. David Pace, came to ISU in March to present two workshops on Decoding the Disciplines. A follow-up meeting of attendees was held in May to plan projects for the coming year.
  • $20,000 in University Research Grant monies were awarded to fund five faculty-student teams to complete SoTL projects across four colleges and four academic departments/schools.
  • Over $15,000 in travel grants (with awards ranging from $700-1000) were allocated to faculty to present SoTL findings at local, national, and international disciplinary and SoTL conferences. Awardees represented five colleges and six academic department/schools.
  • Individual $250 SoTL Seed Grants were awarded to fund work being done by 15 “new-to-SoTL” scholars hailing from five colleges and nine academic departments/schools.

In sum, faculty from 26 of the 35 departments/schools at ISU (74%) had faculty involved in one or more the SoTL opportunities described above. This represents an increase of 4 departments/schools from FY17 totals. The exact breakdown of FY18 SoTL involvement by college is represented below:

SoTLFY18

Not included in these data (yet) are individual faculty consultations or student-focused initiatives that engaged students from 7 departments and 4 colleges over the course of the year, through programs such as CSI-SoTL and individual consultations for dissertation and other research projects.

ISU faculty and students should watch their inboxes (campus mail and email!) for FY19 SoTL opportunities, including the establishment of work groups for “first-timers” conducting SoTL projects, SoTLists engaged in Decoding the Disciplines work, a half-day “how to manage qualitative data” workshop, a lunchtime brown bag series of discussion topics (the first is slated as advice and guidance on recruiting students as research co-inquirers)…and more!

Questions about SoTL at ISU? Email me anytime: jfribe@ilstu.edu

 

*Art credit for the “gladly we learn and teach” image above to Molly Friberg.


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SoTL University Research Grants Awarded for FY19

sotl-sealAt Illinois State University, University Research Grants (URGs) are awarded by each of our seven colleges and by the Office of the Cross Endowed Chair in SoTL. On average, five projects are awarded funding of up to $5000 to study the developmental and learning outcomes of ISU students.

At Illinois State University, we define SoTL as the “systematic study/reflection on teaching and learning [of our ISU students] made public.” This definition allows for research in any discipline and the use of various methodologies. The work may be quantitative or qualitative in nature and focus on class, course, program, department, cross-department, and co-curricular levels. Specific criteria for this award can be found on the Cross Chair website. All funded SoTL URG work must be made public and peer reviewed in some way via presentation, performance, juried show, web site, video, and/or publication.

Outcomes of past SoTL URG-funded projects have been archived here.

This year’s call for proposals was highly competitive, with 17 team applications submitted. After careful peer-review, five student/faculty teams have been awarded SoTL URGs for FY19. These teams represent five disciplines across four ISU colleges. Funded projects are summarized below:

Decoding Geometry Constructions as Generalizations

Research Team: Jeffrey Barrett (Professor, Department of Mathematics) and Darl Rassi, Doctoral Student, Department of Mathematics

In an ISU undergraduate course, students learn to generalize and form arguments based on the use of geometric figures and measures. Generalized constructions of figures are important as a conceptual foundation for argumentation; however, the best means to teach students to construct geometric objects that represent general cases of figures are not evident. We propose a repeated measure design to cycle through instructional support with examples of construction steps and with analytical processes identifying the level of generalization for different examples. By analyzing reflective interview transcripts with an instructor, we expect to identify expert steps to generalize constructions like this, and analyze steps in the process of such work. By collecting weekly data in cycles, we expect to learn how many repeated trials provide adequate support for students to construct a generalization concept enabling them to build on their understanding of geometry.

The Impact of University Experiences on the Intercultural Effectiveness of ISU Students

Research Team: Meredith Downes (Professor, Department of Management & Quantitative Methods) and Aron Applegate (Student, Department of Management & Quantitative Methods)

Many students enrolled as majors in Illinois State University’s international business program are well-traveled and have interests that extend beyond the midwestern United States prior to beginning their college careers. However, it is important that students’ international skills and abilities be developed further as a result of their attendance here in order to gain critical professional skills for the workforce. Thus, this study assess students’ intercultural competence upon joining the international business program and again when they are close to graduating to identify factors most influential in increasing cultural competence. Specifically, a variety of university-sponsored experiences (e.g., internships, study abroad, student clubs and organizations) will be explored to understand their impact on students’ intercultural competence.

An Ethnographic Investigation of Future STEM Teachers’ Development of Disciplinary Practices

Research Team: Rebekka Darner (Assistant Professor, School of Biological Sciences) and Kara Baldwin (Graduate Student, School of Biological Sciences)

The Next Generation Science Standards and the Common Core State Standards for Mathematics require STEM educators to not only teach content but also engage students in actions of scientific and mathematical inquiry (disciplinary practices). Doping so requires teachers to have knowledge of disciplinary practices to develop authentic learning experiences for their students. This research will explore the connection between undergraduate research experiences and the development of pre-service STEM teachers’ knowledge of disciplinary practices. Specifically, the research will examine the development of community within each research setting to identify factors that may influence or enhance pre-service teachers’ knowledge of disciplinary practices. Pre/post measures to identify changes in participant knowledge of disciplinary practices will be administered. Additionally, the iterative-reflective practice of ethnography will allow researchers to identify factors within undergraduate research experiences that might impact future teachers’ ability to engage their students in STEM disciplinary practices.

Examining Pre-Service Teacher Embodiment of Critical Issues

Research Team: Alice Lee (Assistant Professor, School of Teaching and Learning) and a student researcher to be determined

The study will examine how pre-service teachers embody critical issues within a critical literacy course (TCH: Reading and Language Arts in the Elementary School). Framed in a grounded theory developed from previous work, “teachers as embodied toolkits” is a lens that theorizes the ways teachers embody race and language and how pedagogy is something a teacher lives. Employing case study methodology, the Spring 2018 section of data will be collected and analyzed to describe how the learning processes of this cohort of pre-service teachers can be described relative to issues such as race and diversity.

Synthesis Journals as a Path through the Forest: Analyzing the Effectiveness of Synthesis Journals in Helping ISU Music Majors Contextualize Music History

Research Team: Allison Alcorn (Professor, School of Music) and a student research to be determined

MUS 253 (Music History Until 1750) is a required course for ISU undergraduate music majors. The course is usually a student’s first exposure to serious study of music history. As a result, students often report feeling overwhelmed by the amount of information and the level of detail required across the course. In response to such concerns, synthesis journals were integrated into this course with the goal of helping students keep sight of the “larger context” and not lose the forest for the trees. Through student reflections, this project seeks to understand the impact of synthesis journals on student learning of course content and connection-making to broader contexts of Western European culture.

 


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Ever Thought About Authoring a Blog Post for the SoTL Advocate?

laptopIf you haven’t thought about it, you should! The editor of the SoTL Advocate blog is seeking submissions from authors on any topic related to the scholarship of teaching and learning to share with a diverse readership. The SoTL Advocate seeks to share resources, information, and ideas related to SoTL with stakeholders all over the world. Manuscripts can be reflective or data-driven. Writings on topics such as the following are welcomed, though this is not an exhaustive list!

  • new or unique SoTL-based professional development opportunities
  • creative collaborations with other campus units at your institution or entities beyond your institution
  • descriptions of the genesis of ideas for SoTL reflection or study
  • reflections on the positives/negatives of certain methodological approaches for SoTL work
  • descriptions of how a published SoTL article might be applied in one classroom or beyond
  • impact of conference attendance on own research or SoTL programming
  • SoTL book reviews
  • student reflections of involvement in SoTL work
  • faculty reflections of successes in scaffolding, developing, or engaging in SoTL work with students
  • sharing of resources for SoTL stakeholders
  • stories of SoTL advocacy in, across, or beyond a single university or public context

About the Blog: The SoTL Advocate blog was established in the fall of 2014 by the Office of the Cross Endowed Chair in the Scholarship of Teaching and Learning at Illinois State University (ISU) to highlight interesting SoTL work and encourage discussion within the SoTL community on various topics of interest to those working on SoTL at ISU and beyond. It is the goal of the SoTL Advocate that blogs will feature viewpoints of a diverse authorship, discussing SoTL projects, reflections, ideas, and topics that are representative of the global nature of the study of teaching and learning.

Blog Reach: Since November 2014, over 10,000 visitors (representing 26 countries) have viewed blog content. On average, the SoTL Advocate is accessed over 40 times a week by unique viewers. All blog posts are publicized via the Twitter (300+ followers) and Facebook (100+ followers) accounts managed by the Office of the Cross Endowed Chair in SoTL. Blog authors can request specific hashtags for these posts, as appropriate.

Blog Post Guidelines: Prospective blog authors submit blog manuscripts to Jen Friberg (jfribe@ilstu.edu), SoTL Advocate editor. Blogs should be approximately 750-1000 words. Blogs should be written in a friendly and accessible manner, absent unneeded disciplinary jargon that might make a general SoTL readership unable to benefit from accessing the content of the post. Visuals (e.g., open source pictures, photos, videos) are encouraged, as more people will “click” on a blog link if a visual is attached!

Submission of a blog does not guarantee acceptance for publication. All blog submissions are reviewed by the SoTL Advocate editor for content and form prior to notification of acceptance status. Blog posts may be conditionally accepted for publication pending revision/clarification. Blogs accepted for posting will be published as soon as possible following acceptance.

Questions? Email Jen Friberg (jfribe@ilstu.edu).

Please consider contributing your work!


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Decoding was a Success!

Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences & Disorders at Illinois State University

Late last week, a total of 41 faculty from ISU participated in one of two Decoding the Disciplines events on campus. Sponsored by the Office of the Cross Endowed Chair in SoTL, these events featured Dr. David Pace, Emeritus Professor of History at Indiana University and co-creator of an approach to spanning the novice-to-expert gap called “Decoding the Disciplines.”

First, an event for faculty in ISU’s Department of History was held at Milner Library. Nineteen faculty joined in a discussion about SoTL and Decoding the Disciplines. They worked to identify bottlenecks in their curriculum where a Decoding approach might be beneficial to supporting student learning and curriculum planning. Attendees were privy to the first-ever whole group Decoding interview, where Dr. Pace simultaneously interviewed the entire faculty to identify whole program bottlenecks for future attention and focus.

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History faculty engrossed in small group discussions about disciplinary bottlenecks

The following day, 22 faculty from across campus experienced a full-day Decoding workshop, learning about each of the seven steps of the process. Participants identified student learning bottlenecks one or more of their classes, then brainstormed together on approaches for Decoding interviews and possibilities for collecting and sharing data to reflect pre- versus post-Decoding student learning.

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ISU faculty learning about the steps of the Decoding the Disciplines process

The establishment of a Teaching/Learning Community to continue these Decoding conversations is underway. Specifically, faculty have expressed an interest in looking more deeply into:

  • The impact of bias in the identification of bottlenecks
  • The relationship between knowing and doing in courses where the essence of the experience is understanding process
  • Differences between faculty and student visions of a goal for a class, project, or assignment
  • Understanding ways to approach emotional bottlenecks

These Decoding experiences would not have been possible without the assistance and support received from the Office of the Provost, Ross Kennedy (Chair, Department of History at ISU), Richard Hughes (Associate Professor, History at ISU and co-planner of the History Department event), and Beth Welch.

A list of Decoding the Disciplines resources can be found in this recent blog post.