Faculty members throughout higher education
are being asked to become better researchers of their own
practices—whether it be in disciplinary context, teaching, or
other areas of (faculty) performance. Since scholarly effort
is a component of most faculty members’ tenure, promotion, and
merit systems, it is important that individuals receive credit
for additional research that is not published in discipline
journals.
In response to these increasing research
demands, this institute focuses on helping faculty members
further develop their scholarly efforts, as it pertains to
their role as educators. Participants will gain a greater
sense of confidence and professionalism with respect to
researching in the area of the scholarship of teaching and
learning.
Who Should Attend
Individuals who would like to:
-
further develop applied research skills
related to the scholarship of teaching and learning,
-
advance their research program or learn
how to design a research center,
-
become a member of a community of
scholars to advance practice in research, and
-
strengthen their ability to get published
in various contexts, including journals outside their
discipline area.
Participants will engage in a series of activities and explore various topics
throughout the institute. Some of the activities and topics
that may be explored include:
-
how to conduct a
research design around learning outcomes and specific to
environments in which one is involved;
-
how to effectively
make use of appropriate tools for data collection;
-
how to properly
identify the appropriate audience related to the research
being performed;
-
how to perform peer
review of scholarship;
-
exploring the process
of classroom research;
-
determining the
criteria for high quality qualitative research;
-
developing ideas for a
research program in teaching and learning;
-
developing
collaborative relationships;
-
effectively
integrating peer review into the rewriting of proposals and
papers;
-
complementing
disciplinary research with scholarship on teaching and
learning;
-
building credibility
with respect to one’s own scholarship;