| Step 1: Application for FLC membership |
| |
Applicants prepare a response to a question asking for preliminary
ideas about an individual teaching and learning project.
Results: Addressing an observation -- perhaps in an uninformed or indirect
way -- about a problem or opportunity in the teaching><learning™
connection
|
| Step 2: Early planning for the FLC |
| |
FLC coordinator selects a community focus book that includes extensive
references connected to the FLC topic.
Results: Connecting the FLC to the knowledge base of SoTL
|
| Step 3: The opening/closing retreat before the start of
the year |
| |
Coordinator, new, and graduating members discuss meaning and examples
of scholarly teaching, SoTL, and the ongoing cycle of scholarly teaching
and SoTL.
FLC coordinator distributes and discusses the focus book, multidisciplinary
book list for optional readings, and information about "hot" topics
in SoTL as evidenced by Lilly Conference theme tracks.
Coordinator, new, and graduating members discuss the "Miami
University Guidelines for the Design and Description of a Teaching and Learning
Project" (Richlin, 2001a, pp. 66-67).
Graduating members present their projects to the new members and
then consult in breakout groups.
The new community plans the first term activities and seminar and
retreat topics.
Results: Making public through peer authority the ongoing cycle, scholarly
teaching, and SoTL; guiding SoTL research; connecting to a more extensive
literature
|
| Step 4: Participants prepare for and start the year |
| |
Each community member selects one course he or she is teaching
in the upcoming term to be a focus course.
Each participant searches for and reads articles to inform his or
her teaching and learning in the focus course and project.
Each individual designs and writes a description of his or her teaching
and learning project.
Each individual prepares an initial learning plan, placing his or
her teaching and learning project in context with other FLC components and
activities.
Results: Connecting SoTL to teaching practice; consulting the literature;
choosing an intervention
|
| Step 5: Seminars and retreat |
| |
Coordinator prepares and distributes and the members read a booklet
containing the initial learning plans, focus course syllabi, and the teaching
and learning projects.
An external consultant familiar with the difference between scholarly
teaching and SoTL reads the teaching and learning projects and meets with
each individual to sharpen research design.
Each community member makes a short presentation to the FLC about
his or her project and the group discusses each project, making suggestions.
Results: Making public SoTL for peer review
|
| Step 6: Working on the project during the year |
| |
Participants investigate other pedagogical areas, look for connections
to project.
Individuals carry out their teaching and learning projects.
Student associates and mentors (for junior faculty) consult
Participants assess student learning and other project outcomes.
Coordinator, participants, and community consult about project outcomes.
Results: Progressing along the ongoing cycle: moving from scholarly teaching
toward SoTL: "conducting systematic observation, documenting observations,
analyzing results, obtaining peer evaluation, identifying key issues, synthesizing
results" (Richlin, 2001a, p.59)
|
| Step 7: Presentations during the second term |
| |
Individuals, teams, and perhaps the entire community present their
work at a campus-wide teaching effectiveness retreat.
Presenters incorporate feedback from peers in the audience at the
campus sessions.
Individuals, teams, and perhaps the entire community present at a
national conference.
Presenters incorporate feedback from the audience at the national
conference.
Results: Presenting SoTL; peer evaluation
|
| Step 8: The Opening/Closing Retreat at the end of the year |
| |
Graduating members present their projects to and consult with the
new incoming community members.
Results: Teaching, mentoring, and making public SoTL
|
| Step 9: Continuation of the project during the summer or
the upcoming year |
| |
Each individual on his or her own may apply for and use a Miami
small grant or summer fellowship to continue his or her project.
Results: Engaging in another round of the ongoing cycle
|
| Step 10: Publication |
| |
Each participant, team, or community may prepare a manuscript about
the project for publication in a refereed multidisciplinary or disciplinary
journal.
Results: Adding to the knowledge base of SoTL |
