ALS 6016

Teaching as Research in Higher Education

Course Description

Course information provided by the Courses of Study 2015-2016.

Course will expose students to the literature on the Scholarship of Teaching and Learning (SOTL). Within this academic conversation about the scholarship of teaching and learning and teaching as research, students will design and complete their own original research project to inform teaching in their discipline. This course culminates in the creation of a teaching as research project to include: a literature review incorporating SOTL resources from one's discipline; a methodology designed to address a particular need in one's teaching and/or within teaching in one's discipline; a critical analysis of the results and conclusions in a formal research report. Throughout the process students will give and receive critical feedback during key developmental stages and will have opportunities to present their reports in multiple venues.

When Offered Fall, spring.

Permission Note This course is open to all graduate teaching assistants and graduate students interested in using research to inform and improve their teaching. Students participating in CTE collaborative programming (i.e., CIRTL, Teagle, CTE's Graduate Research in Teaching Fellowship Program, and future faculty programs in City and Regional Planning and Biological and Biomedical Sciences) may be required to enroll in this course in order to complete their program requirements.
Prerequisites/Corequisites Prerequisite: ALS 6015.

• Evaluate the scholarship of teaching and teaching as research literature within their disciplines in a literature review.
• Evaluate various research methodologies used in the research on teaching (e.g., qualitative, quantitative, mixed-methods, teacher-action research methods) to select the most appropriate methodology for their project.
• Describe all the ethical implications of their study as evidenced within the "risks" portion of their IRB applications.
• Write all parts of a research on teaching report (i.e., abstract, introduction, literature review, methods, results, conclusions, discussion, references, appendix) to include all critical elements defined in the final project rubric.
• Present their research findings using presentation strategies discussed in class (i.e., poster, discussion, lecture, etc.) to meet the criteria stated in the presentation rubric.
• Identify ways to continue their own teaching as research projects to inform their teaching.

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