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Designing a Streamlined Workshop for STEM-H Faculty Engaged in the Scholarship of Teaching and Learning

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Faculty Development Evidence-based Practices!

Tagged Division

Faculty Development Division

Tagged Topic

Diversity

Page Count

15

DOI

10.18260/1-2--34403

Permanent URL

https://strategy.asee.org/34403

Download Count

93

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Paper Authors

biography

Jody Zhong University of Louisville

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Ms. Zhong is a fourth-year doctoral student in the College of Education and Human Development at the University of Louisville. Ms. Zhong's interests lie in researching identity, diversity, and professional development/thriving within the academy.

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Patricia A Ralston University of Louisville

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Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD degrees in chemical engineering from the University of Louisville. Dr. Ralston teaches undergraduate engineering mathematics and is currently involved in educational research on the effective use of technology in engineering education, the incorporation of critical thinking in undergraduate engineering education, and retention of engineering students. She leads a research group whose goal is to foster active interdisciplinary research which investigates learning and motivation and whose findings will inform the development of evidence-based interventions to promote retention and student success in engineering. Her fields of technical expertise include process modeling, simulation, and process control.

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Teresa Lee Tinnell University of Louisville Orcid 16x16 orcid.org/0000-0002-2768-919X

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Terri Tinnell is a STEM Education Curriculum and Instruction PhD Candidate and Graduate Research Assistant at the University of Louisville.
Research interests include: interdisciplinary faculty development, first-year engineering student retention, STEM teacher education, and collaborative, team-based learning experiences.

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Thomas Tretter

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Thomas Tretter is professor of science education and director of the Gheens Science Hall & Rauch Planetarium at the University of Louisville. His scholarship includes collaborative efforts with science and engineering faculty targeting retention of STEM majors in entry-level STEM courses.

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Marie Brown

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Abstract

This is an evidence-based practice paper.

On our University campus, there has been an expressed interest among STEM-H faculty to learn more about how to conduct scholarship of teaching and learning (SoTL) research in a meaningful way within their disciplines so that they can both improve their teaching and disseminate their results to appropriate audiences. In response, a faculty collaboration between the College of Education and the School of Engineering, along with the University’s Center for Teaching and Learning have planned an introductory workshop intended to familiarize STEM-H faculty with basic concepts in education research. While there has been much written about the challenges of teaching educational research methodologies to STEM faculty (Borrego, 2007; Borrego, Streveler, Miller, & Smith, 2008; Streveler, Borrego, & Smith, 2007) and the challenges associated with analyzing the impact of much SoTL work (Newton, Miller-Young, & Sanago, 2019), there is a clear need to assist faculty in being recognized for their efforts to improve their teaching. For all STEM faculty, there is a need for faculty to engage in theoretical research on learning, and there is also a need for faculty to focus on improving educational practice. This workshop is designed to assist faculty in reaching their goals with a clearer understanding of what is necessary to do rigorous work, wherever you fall on the SoTL continuum.

This paper begins with a summary of the literature that supports the need for this type of professional development for STEM-H faculty. Following the framework laid out by Caffarella and Zinn (1999), the workshop will seek to emphasize those factors that support professional development. For example, in keeping with Caffarella and Zinn’s identification of time as a potential impeding factor, we chose a workshop format (four one-hour sessions over one month) to be accessible to as many faculty members as possible. This paper will describe the challenges, trade-offs, and considerations made to share, without trivializing, complex social science research methods within the streamlined workshop format. Workshop planning outcomes, including the key topics, sequencing of those topics,and the intent behind planning decisions will be summarized. From this process, topics in the resultant workshop sessions will include: (1) an orientation to the SoTL continuum, (2) how to develop research questions guided by a conceptual framework, (3) considerations in social science research designs, (4) an overview of analytic strategies required for various designs, and (5) opportunities for cross-discipline sharing throughout the workshop. Select examples from the educational research partners will animate these topics. This workshop as designed represents a centralized and collaborative effort to improve SoTL research and faculty teaching efforts.

We intend for this paper to be presented in a traditional lecture-based format with time for Q&A.

Zhong, J., & Ralston, P. A., & Tinnell, T. L., & Tretter, T., & Brown, M. (2020, June), Designing a Streamlined Workshop for STEM-H Faculty Engaged in the Scholarship of Teaching and Learning Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34403

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