Doing research to improve teaching and learning : a guide for college and university faculty / Kimberly M. Williams.

Format:

Book

Author/Creator:

Williams, Kimberly M., 1968- author.

Language:

English

Subjects (All):

Education, Higher--Research.

Education, Higher.

College teaching.

Physical Description:

1 online resource (359 pages)

Edition:

Second edition.

Place of Publication:

New York, NY : Routledge, 2021.

Summary:

"In this rapidly changing teaching and learning environment, one of the most promising ways for faculty at institutions of higher education to improve their teaching is to capitalize upon their skills as researchers. This book is a step-by-step guide for doing research to inform and improve teaching and learning. With background and instruction about how to engage in these methodologies-including historical analyses, qualitative, quantitative, and mixed methods-the 2nd edition of Doing Research to Improve Teaching and Learning discusses a process of working collaboratively and reflectively to improve one's teaching craft. Full of updated, authentic examples from research studies, student work, and instructor reflections, this valuable resource equips faculty with the skills to collect and use data and evidence-based instructional methods in any college and university classroom"-- Provided by publisher.

Contents:

Cover

Half Title

Title Page

Copyright Page

Table of Contents

Preface

New to this Edition

Special Features

Recurring Features

Dramatic and Rapidly Changing Teaching and Learning in Higher Education

List of Contributors

Acknowledgments

Chapter 1 Introduction

Chapter Learning Outcomes

What Are "Teaching as Research" and the "Scholarship of Teaching and Learning" and Why Should Everyone in Higher Education Care?

But How Do We Know If We Are Effectively Accomplishing These Lofty Goals?

What Is Teaching as Research and the Scholarship of Teaching and Learning?

What Is the "Scholarship of Teaching and Learning?"

What Is "Teaching as Research?"

Doing Classroom Research in Higher Education-The Possibilities and Limitations

Beliefs About Research: Concerns About Bias and Objectivity/Subjectivity

Beliefs About Teaching

What Might Be Changed to Make Teaching More Effective? High-Impact Teaching Practices in Higher Education

Exploring Our Beliefs About Ourselves as Researchers and Teachers

Creating a Research Question

What Research Have Others Conducted? Locating Your Project Within Existing Studies

Step 1: See If There Is an Education-Related Journal in Your Field/Discipline

Step 2: Search a Particular Database Or Set of Databases Relevant For Your Topic Or Area

Step 3: Start Broad, and Narrow and Refine as Necessary (Don't Be Afraid to "Play Around" in the Literature)

Step 4: Start an Annotated Bibliography of Your Best Sources

Step 5: Use the Ongoing Literature Search to Help You Find a Journal for Your Own Study

Step 6: Use the Guidelines of the Journal You Are Considering to Guide the Structure of Your Literature Write-Up and Style ...

Inclusion and Diversity and Protecting Participants

Note

References.

Step 1 Study History and Understand Your Historical Context

Chapter 2 Understanding the Historical Context of Higher Education

Institutions of Higher Education: Researching Historical Context

A Brief History of Higher Education in the United States

What Types of Institutions Are There Now?

Financing Higher Education: Where Does the Money Come From?

Departments, Bureaucracy and Politics of Tenure

How to Better Understand Institutional Type and Climate and What It Means for You

Doing Historical Research to Inform and Improve Teaching and Learning: Archival Analysis, Historiography and Oral History

Historiography

Why Does Historiography Matter to Me?

Archival Research

Doing Oral History as Part of Research to Inform Teaching and Learning

Why Conduct an Oral History of Your Course Or Curriculum?

Questions to Consider for Your Historical Research Project to Inform Your Teaching and Student Learning

References

Chapter 3 Learn About Your Current Climate and How Your Course(s) Fit

The Online Learning Environment

Online Courses

Conversion to Online

Streamline Content

Determine Teaching Strategies

Build in Assessment

Collect Data

Building Community

The Hybrid Model and the Flipped Classroom

Step 2 Set Goals and Hypotheses for Student Learning

Chapter 4 Using Assessment Data as Research Evidence to Improve Teaching and Learning

Using Assessment Data as Research Evidence to Improve Teaching and Learning

Formative Versus Summative Assessment

How Can We Assess Students Formatively and Summatively?

Traditional Versus Authentic Assessment

Start With Outcomes

Types of Rubrics

Example Holistic Rubric for Class Participation.

Using Assessment in Classroom Research Projects

Rubric to Assess Classroom Research Projects

Rubrics to Assess Values and Creative Work

Grades as Representing Percentage of Content Mastery: A Useful Source of Evidence

Using Assessment Data to Inform Practice

Students and Teachers Doing Data Analysis

Using Good Assessment for Classroom Research

Step 3 Know and Use Your Best Methodological Options and What Does Your Data Tell You?

Chapter 5 Qualitative Research Methods in Teaching and Learning

Qualitative Methods

Locating Your Self in Your Research Project: What Brought You to This Research?

A Few Words About Power Inherent in the Professor Role

Observation and Ethnography

Nonparticipant Observation

Taking Good Field Notes During And/or After Observations

Video Recording

Asking Good Open-Ended Questions

Open-Ended Surveys

Focus Groups

Interviews: Structured Versus Unstructured

Some Considerations About Interviews

Qualitative Analysis

Constant-Comparative Analysis: Looking for Themes That Emerge

Lessons Learned From Qualitative Projects

Chapter 6 Quantitative Research Methods in Teaching and Learning

Designing the Quantitative Research Question

True Experimental Design

Quasi-experimental Design

Pretest and Posttest of Different Groups

Survey Development

Demographic Data

Likert and Other Rating Scales

Common Statistical Analyses in Classroom Research

Levels of Measurement

Descriptive Statistics in Classroom Research

Measures of Central Tendency

Inferential Statistics

The T-Test to Compare Means

Oversimplification of the Statistics

Chapter 7 Mixed Methods and Triangulation of Evidence

Chapter Learning Outcomes.

What Are Mixed Methods and Triangulation, and How Can We Use Them in Classroom Research?

Mixed-Methods Research

Triangulation in Classroom Research

The Purpose of Triangulation

Example of a Project That Employed Mixed Methods, Including Assessment

What Can We Learn From Lauren Schnabel's Study?

Chapter 8 Case Studies and Pilot Studies

What Are Case Studies, and How Can We Use Them in Higher Education Classroom Research?

Case Study Research: The Importance of Understanding Context

Taking a Step Back: Challenges to Observing Our Own Environments

The Importance of a Teaching Journal

Case Study Examples: Diana Garvin (Romance Studies/Italian) and Inga Gruß (Anthropology)

Pilot Studies: Small-Scale Preliminary Projects

Notes

Step 4 Reflect and Close the Loop

Chapter 9 Reflective Collaborative Research Working Groups to Close the Loop and Continue the Process

The Importance of Reflective Research and Practice

Doing Reflective Research Projects

The Need to Break Down the Silos and Engage in Cross-Disciplinary Collaboration

Creation of Collaborative Reflective Research Groups

How Might We Create Reflective Collaborative Research Working Groups?

Stage 1: Reflective Research Groups Plan Research Projects

Collaborative Teaching: Researching and Teaching Together

Bringing in Collaborators to Observe and Collect Data

Stage 2: Collaborative Reflection Throughout the Research Process

Closing the Loop: Collaborative Reflective Research Groups to Close the Loop and Continue the Process

Stage 3: The Conclusion of the Research Process to Close the Loop, Share Findings and Continue the Process

Words of Caution

Chapter 10 Conclusions: So What and Now What?.

Chapter Learning Outcomes

Appendix A Additional Resources: Possible Publication Venues and Organizations Supporting Scholarship of Teaching and Learning

Resource Aggregates

Tutorials, Substantial Introductions

Project Examples

Bibliographies

Institutions/Programs

Appendix B Syllabus for Teaching as Research Course: ALS 6016 Teaching as Research in Higher Education

Spring Semester 2014 (2 Credits)

Cornell University

Course Information

Additional Articles Available On Blackboard

Learning Outcomes

Learning Process, Format and Expectations

Academic Integrity

Accommodations for Students With Disabilities

Requirements

Weekly Schedule, Assignments and Readings: This Is a Draft and Will Be Revised and Adapted to Best Meet Your Needs

Specific Guidelines for Your Final Paper, Presentations, Poster and Final Report

Research On Teaching in Higher Education Assignment Guidelines

Index.

Notes:

"First edition published by Routledge 2015"--Title page verso.

Description based on print version record.

ISBN:

1-00-302639-7

1-000-41095-1

1-003-02639-7

1-000-41094-3

9781003026396

OCLC:

1259591858