Teaching as though Learning Matters: A Systematic Study of ... · Funded SOTL Research: Indiana University's Communities of Inquiry !! Teaching as though Learning Matters: A Systematic

Funded SOTL Research: Indiana University's Communities of Inquiry Teaching as though Learning Matters: A Systematic Study of Graduate Student Reflections on Learning to Teach (and Teaching for Learning)

in Higher Education

Summary of Original Proposal Jennifer Robinson (Anthropology), Valerie O’Loughlin (Medical Sciences)

Graduate students who teach have a story to tell. This project invites them to participate as both reflective practitioners and research subjects in a study about graduate student development in teaching. The project fills a gap in what we know about how graduate students learn to teach by going to their grassroots experience at IU. This is a study not of what faculty and administrators think works for grad students but of what grad students themselves experience as significant: carrying out a rich, systematic, qualitative study of what the effects of institutional support for teaching are. In particular, it focuses on the signature feature of IU’s preparing future faculty initiatives, the experience of learning in community. While our peer institutions have teaching centers that offer workshops and other centralized means for disseminating information about teaching, IU is unique in its emphasis on collaborative learning environments and departmental leadership that operate with and beyond teaching center leadership. In this way, the IU initiatives dovetail with theories of knowledge as socially constructed, student-centered learning as powerful, and institutions as a site of agency. The study’s methodology embraces a humanistic, qualitative, inductive, teaching oriented approach that will be, nonetheless, systematic so as to enrich the current practice models based on statistical, convenient, and top-down approaches that prevail. This project (1) gives graduate students voice about their experiences and provides further professional development for them, while also (2) bringing systematic scrutiny to IU’s approach to preparing the next generation of postsecondary faculty in ways that (3) can inform IU’s programming with significant factors and promising models and (4) speak powerfully to peer institutions and graduate students across the country. It will result in a volume of collected narratives by graduate students, accompanied by systematic analysis and recommendations for supporting graduate students’ development as teachers.

Teaching as though Learning Matters 2015 SOTL Grant Proposal

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Indiana University

Scholarship of Teaching in Learning Grant Proposal

November 6, 2015

Title of project:

Teaching as though Learning Matters: A Systematic Study of Graduate Student Reflections on

Learning to Teach (and Teaching for Learning) in Higher Education

Name and Department/School of each Investigator: Jennifer Meta Robinson, PhD, Professor of Practice

Department of Anthropology

Indiana University College of Arts and Sciences

Valerie O’Loughlin, PhD, Associate Professor of Anatomy and Cell Biology

Medical Sciences Program

Indiana University School of Medicine-Bloomington

Email Contact

Jennifer Robinson, [email protected]

Funding Level Requested

Phase II–Two Years

http://www.indiana.edu/~anthro/people/faculty/jenmetar.shtml

mailto:[email protected]


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Indiana University 2015 SOTL Grant Proposal

Teaching as though Learning Matters: A Systematic Study of Graduate Student Reflections on

Learning to Teach (and Teaching for Learning) in Higher Education

Abstract: Graduate students who teach have a story to tell. This project invites them to participate as

both reflective practitioners and research subjects in a study about graduate student development in

teaching. The project fills a gap in what we know about how graduate students learn to teach by going to

their grassroots experience at IU. This is a study not of what faculty and administrators think works for

grad students but of what grad students themselves experience as significant: carrying out a rich,

systematic, qualitative study of what the effects of institutional support for teaching are. In particular, it

focuses on the signature feature of IU’s preparing future faculty initiatives, the experience of learning in

community. While our peer institutions have teaching centers that offer workshops and other centralized

means for disseminating information about teaching, IU is unique in its emphasis on collaborative

learning environments and departmental leadership that operate with and beyond teaching center

leadership. In this way, the IU initiatives dovetail with theories of knowledge as socially constructed,

student-centered learning as powerful, and institutions as a site of agency. The study’s methodology

embraces a humanistic, qualitative, inductive, teaching oriented approach that will be, nonetheless,

systematic so as to enrich the current practice models based on statistical, convenient, and top-down

approaches that prevail. This project (1) gives graduate students voice about their experiences and

provides further professional development for them, while also (2) bringing systematic scrutiny to IU’s

approach to preparing the next generation of postsecondary faculty in ways that (3) can inform IU’s

programming with significant factors and promising models and (4) speak powerfully to peer institutions

and graduate students across the country. It will result in a volume of collected narratives by graduate

students, accompanied by systematic analysis and recommendations for supporting graduate students’

development as teachers.

Purpose of the Investigation: It is common knowledge that few college professors have training in how

to teach. Derek Bok, long-time president of Harvard University called this “the most glaring defect of our

graduate programs” (Derek Bok, “We Must Prepare Ph.D. Students for the Complicated Art of

Teaching,” Chronicle of Higher Education, 11 Nov 2013). This lapse is particularly egregious when the

cost and value of a college education, the deficiency of women and ethnic minorities from scientific

fields, and the diversification of student demographics keep higher education at the center of public

debate. At the same time, the practice of teaching becomes more demanding with new and

interdisciplinary subjects, new instructional technologies, fewer faculty members protected by tenure,

wider access to information but less understanding about the value of knowledge and wisdom, and so on.

Educational research proliferates but faculty application of it still lags. Many colleges and universities

now have teaching centers with professionalize staff who assist faculty and graduate students with

instructional techniques and tools. Other institutions tap the experience of working faculty members for

peer coaching in teaching. Nonetheless, a gap remains between robust, research-based connections

between teaching and learning and strategies actually used in classroom teaching, curricular design, and

instructional tool development.

Over the past 20+ years, Indiana University has pursued a unique path in preparing graduate students to

be outstanding college teachers as well as innovative scholars. The campus Center for Innovative

Teaching and Learning works with hundreds of graduate students every year to improve their teaching –

through workshops, class visits, individual consultation, etc. The campus also offers approximately 30

courses on college teaching in 21 departments (see

http://citl.indiana.edu/programs/aisupport/pedclass.php). Currently a proposal is before and Indiana State

commission to create a customized curriculum that results in an officially transcripted graduate certificate

of college pedagogy at IU. In addition, one department (Sociology) offers its own departmental

http://citl.indiana.edu/programs/aisupport/pedclass.php


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certificate and two departments (History and HESA) offer graduate minors in college teaching. In short, a

substantial cohort of faculty members across campus are active proponents of education in teaching. In

addition, many publish and otherwise disseminate their scholarship of teaching and learning. IUB saw the

genesis of the International Society for the Scholarship of Teaching and Learning, the home of two of the

Society’s presidents, and was called the field’s “flagship” institution by Lee Shulman, formerly President

of the Carnegie Foundation for the Advancement of Teaching. In practice, however, only a third of the

College’s 70 degree-granting programs offer courses in pedagogy, and of those, only a few go beyond

basic how-to techniques. Moreover, smaller departments may never have the capacity to prepare their

graduate students fully for the complex roles they will face as faculty members. These important

innovations, investments, and gaps make IU a particularly good place to examine the graduate student

experience of learning to teach.

This project complements prior and ongoing research – which focus mostly on undergraduate learning,

the single course experience, or quantitatively represented data – with a qualitative, humanistic, and

grassroots analysis of the stories that graduate students tell about themselves. The project operates at three

levels:

1. a voluntary, interdisciplinary learning community for graduate students who would like

to reflect in writing and conversation on their teaching journey;

2. a research initiative that analyzes those written reflections for important significant trends

and important divergences and highlight intervention points in the preparation of

graduate students for their future roles as faculty members;

3. a published volume of first-person narratives and analytical chapters.

The project will document successes from IU’s approach for wide dissemination. As importantly, it will

identify leverage points for improving our orientation of graduate students to evidence-based and theory-

framed teaching – and thus our teaching of Indiana University undergraduate students across campus.

Research objectives: Through the development and production of an edited volume about graduate

student experiences becoming scholarly teachers, the research objectives will be:

To investigate the impact of community-based learning on graduate students’ experience

learning about teaching.

To investigate the catalyzing experiences of graduate students in learning to teach.

To correlate those experiences with their intellectual investments in teaching with

reflection, intention, student-centeredness, active learning, and other principles that

support learning.

To identify factors that can inform implementation of the proposed Graduate Certificate

in College Teaching (proposed in 2015 by the College of Arts and Sciences, in

partnership with the School of Education).

To develop recommendations to pedagogy professors and the Center for Innovative

Teaching and Learning for leveraging the study’s findings.

To provide a research environment for the PIs that simultaneously enhances the

experiences of graduate students participating (with professional development, a peer-

reviewed professional publication, and a monetary stipend)

Previous research results: This project builds on previous and ongoing research initiatives led by the PIs

on preparing graduate students to teach in higher education with attention to evidence of student learning.

Robinson and colleagues (2013, 2015) designed and studied an interdisciplinary seminar for

graduate students that taught classroom-based research principles for higher education through

multidisciplinary conversation and critique. Funded by the Teagle Foundation, the project

identified enablers and constraints of disciplinary discourse among novice teachers in structured

interaction with faculty mentors and recommended practices for developing a shared language


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that supports teaching. Graduate students (12 unique individuals per year for 3 years)

participated in a learning community in which they wrote course portfolios that documented

interventions in teaching designed to improve learning outcomes. A research project was

conducted on the design of the learning community, sanctioned by the IU Human Subjects

Review Committee and resulting in a dissertation and several publications.

As an IUB Learning Analytics Fellow in 2015, Robinson studied “big data” demographic

descriptors in a large, multi-section, first-year, general education course. All big courses represent

significant investments by the sponsoring departments, their schools, the graduate student section

leaders, and the undergraduate students who hope they auger a successful college career. This

project investigated patterns in demographics, teaching methods, and learning outcomes across a

single large course (taught from the same syllabus by a coordinated team of graduate students

who are instructors-of-record) in order to revise for greater student success in future iterations.

The study found important variation in the success and persistence of student demographic

cohorts and is making pilot and structural revisions accordingly. A next phase of the project will

compare student success across sections and instructors. Additionally, it will begin to incorporate

qualitative data as an effort toward humanizing “big data” for ethical and efficacious use in the

future, in this course and others.

Robinson is faculty leader for a proposed graduate certificate program in College Pedagogy that

is under review by the State of Indiana Higher Education Commission during Fall 2015. The

certificate will augment and coordinate current offerings by departments and centers and provide

students with a skill set highly valued by academic employers nationwide. In the face of fierce

competition nationally for faculty positions, the certificate will allow job candidates graduating

from IU to document and discuss their teaching in theory-framed and evidence-based terms. It

would also equip them to get off to a quick start in teaching in the early tenure years without

losing valuable time for their research. The certificate program will distinguish IU graduates

from competitors on the job market: at other top-tier universities, certificates in college teaching

are uncommon and usually rely on teaching center workshops rather than faculty expertise. IU

will set a new standard for academic preparation for college teaching by integrating departmental

training, inter-disciplinary seminars, graduate-level reading and research, and practica.

O’Loughlin and colleagues examined a pedagogy course (MSCI M620) in 2007. They discovered

that graduate students were more reflexive, gained confidence in the classroom, and had a better

understanding of how their students learned as a result of participating in the pedagogy course

(Miller et al., 2010). Students enrolled in this class tend to be more advanced in their MS or PhD

programs and have had prior academic teaching experience.

O’Loughlin, Robinson and colleagues are currently making a multidisciplinary research

evaluation of how teaching statements written in pedagogy courses influence graduate students'

development as teacher-scholars. While most previous research on pedagogy courses has been

limited to participant satisfaction surveys, this study makes a multi-disciplinary and large-scale

assessment of pedagogy courses at IU. It examines seminar syllabi and online faculty surveys to

compare and contrast courses. In addition, it evaluates draft and final teaching statements written

in those courses to compare graduate students development. The larger sample sizes of this

research should allow for generalizable results that may have impact beyond IU Bloomington.

Significance of the study for undergraduate/graduate teaching and learning and assessment: This

study represents a significant step in understanding graduate education as lived experience. The

teaching end of graduate education at most universities falls to education generalists in teaching centers,

who may be highly qualified for their positions but who are, nonetheless, largely disconnected from the

disciplinary professionalization of graduate students, which is essential for their success as future faculty.

At the same time, departmental faculty who supervise (or “train”) graduate-student teachers are not

necessarily informed about teaching beyond their personal experience and may even discourage their


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students from becoming good at teaching. This project offers graduate students a chance to reflect on and

mine their experiences for “lessons learned” and “journeys of professionalization” that they would like to

share with their peers. It endorses their perspectives and gives them voice and audience in a community

of peers. They will develop short (8-12 page) narratives about their experiences and workshop those in

community in order to prepare them for publication. In addition, those texts will then become the data

from on which the actual study rests—examining what grad students say matters in teaching development

when they are given a broad canvas on which to articulate their experience. Specifically, it will assess the

extensive emphasis on community-based learning opportunities for graduate students’ development as

teachers; the catalyzing experiences of transformations in their teaching; their investments in teaching

with high-impact practices; and directions for the proposed Graduate Certificate, CITL programs, and

departmental opportunities in college pedagogy. Moreover, the resulting volume of grad student

narratives framed with qualitative analysis of them as data will offer a different kind of “teaching tips”

book for courses and workshops that orient grad students to teaching.

The book’s grassroots-up approach to giving grad students a quick start on teaching is unprecedented in

the general literature on teaching. Such standards as the research-informed Teaching Tips by

McKeatchie, the SOTL primer Opening Lines by Hutchings, and the practice-heavy Quick Hits by IU

faculty simply do not empower graduate student voices or chronicle the experiences that matter to their

teaching world. Other useful books are centered on task or discipline (e.g., Classroom Assessment

Techniques by Angelo and Cross or The Anthropology Graduate’s Guide by Ellick and Watkins).

In addition, this project implicates improvements in undergraduate education because it offers further

professional development (reflection, information, self-authorship, community) for the graduate students

involved, most of whom will continue to teach undergraduates at IU and beyond. They will share

teaching strategies and develop networks of knowledge about teaching that operate across departmental

silos. In addition, lessons learned about what makes transformative teaching experiences for these grad

students will be used to structure teaching development programs at IU in the future, which should benefit

all IU undergraduate students.

Research methodology, including data collection and analysis: Please see the appended Research

Timeline and Budget Narrative for more information. The research method will be similar to the one that

PI Robinson used in the Teagle Collegium in the sense that there are two layers of activity to the project:

1. a professionalization opportunity for graduate students that offers benefits to them and 2. an informed

consent research study that participants can opt into. In this professionalization opportunity, graduate

students will be invited to apply for a seat in a learning community based on a 250-word description of a

significant teaching experience. Examples of questions they might address include:

What is a formative teaching experience you had at IU that others can learn from?

What artifacts do you have from your teaching life that could be useful for others (a lesson plan,

syllabus, reflection, teaching journal, syllabus, pedagogy syllabus, writing assignment, etc.)?

How have you developed your teaching identity and authority?

How has interacting with others shaped your teaching?

How did teaching become more/less important when it was in a community context?

How has research in the classroom changed your teaching experience, role, or identity?

What is the narrative version of your SOTL or educational research project? What is the most

important part for other graduate students to know about? How did you identify its question,

design the intervention, collect and analyze the data, publish or present it?

What is the “back story” for your teaching statement? How did you come to be the person it

represents? What is the achievement it represents? What issues did you deliberate about? How

did you find its focus?

How do you create a classroom that is a learning space for both students and yourself?


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What was a challenging moment in your learning, teaching, or professional development? What

resources, conversations, in/formal structures were valuable as you investigated and resolved it?

Why are you interested in that challenge still? Why should others be?

What do you want upcoming graduate students and faculty mentors to know about learning about

teaching and teaching for learning?

What can you recommend to new grad students or others based on your experience?

Students chosen to participate will then attend community meetings at which they will engage in verbal

and written reflection about experiences important to their teaching, focusing on the most meaningful

activities, accomplishments, barriers, and outcomes. The resulting first-person, reflective, narrative

essays and case studies will include teaching defined broadly: as it occurs in a classroom, a lab, in the

field, in sections and recitations, in tutorials, one-on-one, and so on. Students completing narratives will

be offered a $100 honorarium. Students invited and consenting to publication will have their narratives

disseminated in a book that acts as a crowd-sourced portrait of how graduate students develop their

teaching in a social context – embracing and proactively constructing numerous kinds of opportunities

that allow them to learn about teaching and teach for learning. The chapter authors will include current

and former Indiana University graduate students (some of whom may join by conferencing technology).

The goal is to gain wide representation of disciplines and issues attendant to learning about how to teach.

The narratives will undergo qualitative analysis using discourse, narrative, thematic, and critical lenses to

identify significant trends and important divergences. Theories of identity, power, pedagogy, and

reception are expected to be employed in making meaning from the data. We expect to attend to

powerful drivers such as motivation (intrinsic vs. extrinsic), locus of control (individual, institutional,

authoritative, etc.), and genre (reflection, intervention, transformation, justification, argument, etc.).

Finally, we will use the narratives to map, inductively, graduate teaching experiences to learning

development theory. For example, we anticipate that Kolb’s experiential learning model may usefully

describe development: from concrete experience to active experimentation, reflective observation, and

abstract conceptualization.

In addition, a survey of participants’ perceptions and recommendations will be administered and the final

volume with narratives and analysis will be made available to IU administrators, faculty, and teaching

center staff with influence on graduate education.

Outcomes and impact on student learning: We anticipate the following outcomes and impact may

emerge from the data:

Recommendations for enhancing the value and revising the design of graduate-student learning

communities for teaching

Recommendations for constellations of professionalization opportunities

Intentional engagement with hidden curricula

Clarification of self-defined identities and their intersections with current professionalization

opportunities

The identification of indicators for future directions for graduate students

Measures of success for the project: We will consider this project to be a success if it:

Enrolls at least 30 participants

Brings at least 20 narratives to completion

Results in a published volume of narratives and analysis

Manner which results will be disseminated:


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A published volume of graduate student narratives, the qualitative analysis of them, and

recommendations for implementing findings.

National and international conference presentations

IU SOTL program presentations

Appropriate departmental colloquia and committee meetings

(An interactive web site with continuing contributions from grad students around the world would

be desirable but beyond the scope of the current proposal.)

Reflective teaching practices: This entire project is premised upon reflection. The graduate-student

learning community will be practicing facilitated reflection, each person writing a reflective narrative

about what he or she considers to be the most important experience of development in teaching. In

addition, those reflections will serve readers to reflect on their teaching. Finally, the project will offer a

mirror to Indiana University, itself, so that staff, administrators, and faculty can consider current policies

and programs and make intentional changes.


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Budget Narrative

EXPENSE JUSTIFICATION COST

Graduate student

honorarium

Graduate students participating in the

learning community and submitting a

final narrative describing their experience

will be compensated $100, each. This

funding is not contingent upon consenting

to be a research subject. Any graduate

students not consenting to be a research

subject will not be considered for the

published volume but, with their consent,

may still be published in an online forum

that may be developed at a future time.

$50 per completed student

narrative, estimated 30

Total cost: $1560

Research Coordinator

The research coordinator will assist with

learning community logistics, data

collection and analysis, and assist with

manuscript preparation.

$20/hr for approximately

122 hours

Total cost: $2400

Travel to selected

conferences (e.g.,

ISSOTL, Lilly, POD)

In order to disseminate results, funds are

needed to help defray travel costs for each

researcher to attend one conference.

$500/researcher

Total: $1000

Total: $5000

Research Timeline

Dates Research Events

Fall 2015 submit SOTL grant

invite pilot group of graduate students (11/10)

received pilot descriptions (12/1)

convene pilot group to introduce project (finals week)

Spring 2016 hire research coordinator

submit IRB approval for study

set times and agendas for learning community meetings

develop learning community assessment instrument

convene pilot group (January)

firm up call for participation and send out (2/1)

receive application descriptions (3/1)

convene learning community participants (3/21)

collect formal consent

Summer 2016 collect final narratives (6/1)

Fall 2016 complete preliminary analysis (9/20)

submit a book prospectus (10/15)

Spring 2017 complete analytical chapters (2/1)

submit conference proposals

submit full manuscript (5/1)

Fall 2017 receive reviews and revise for publication (11/1)

present conference proposals


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References Cited:

Angelo, T. and K. P. Cross. Classroom Assessment Techniques. San Francisco: Jossey-Bass, 1993.

Bender, E., M. Dunn, B. Kendall, C. Larson, and P. Wilkes, eds. Quick Hits: Successful Strategies by

Award Winning Teachers. Bloomington: Indiana University Press, 1994.

Ellick, C. J. and J. E. Watkins. The Anthropology Graduate’s Guide: from Student to a Career. Walnut

Creek: Left Coast, 2011.

Hutchings, Pat. Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park:

Carnegie Foundation, 2000.

Kolb D. Experiential learning: experience as the source of learning and

development. Englewood Cliffs, New Jersey: Prentice Hall , 1984.

McKeatchie, W. J. Teaching Tips. 14th ed. Wadsworth, 2013.

Miller, L.E., O’Loughlin, V.D., Kearns, K.D., Braun, M., & Heacock, I. A pedagogy course’s influence

on graduate students’ self‐awareness as teacher‐scholars. Studies in Graduate and Professional

Student Development: 13 (2010): 59-82.

Robinson, J. M., K. Kearns, M. Gresalfi, A. Sievert, and T. Christensen (2015). Teaching on Purpose: A

Collegium Community Model for Supporting Intentional Teaching. Journal on Excellence in

College Teaching, 26 (1): 81-110.

Robinson, J. M., M. Gresalfi, A. K. Sievert, T. B. Christensen, K. D. Kearns, and M. E. Zolan (2013).

Talking Across the Disciplines: Building Communicative Competence in a Multidisciplinary

Graduate-Student Seminar on Inquiry in Teaching and Learning.” In The Scholarship of

Teaching and Learning In and Across the Disciplines, K. McKinney, ed, Bloomington: Indiana

University Press. 186-199.

JENNIFER META ROBINSON

November 2015

Indiana University

Department of Anthropology

800 East Third Street

Bloomington, IN 47405

Office Tel: (812)855-4607

Fax: (812) 855-6014

E-mail: [email protected]

Web: www.indiana.edu/~cmcl

EDUCATION

Ph.D. in English, Doctoral Minor in Folklore. Indiana University 2001.

Master of Arts in English. Northeastern University 1991.

Bachelor of Arts, Magna Cum Laude in English. Western Kentucky University 1988.

General Studies. Oberlin College 1980-1982.

ACADEMIC APPOINTMENTS

Indiana University, Bloomington

Professor of Practice, Department of Anthropology, 2015-present.

Course Director for Interpersonal Communication, 2008-present.

Affiliated faculty, Integrated Program on the Environment, 2013-present.

Affiliated faculty, Center for the Study of Global Change, 2007-present.

Professor of Practice, Department of Communication and Culture, 2013-2015.

Senior Lecturer, Department of Communication and Culture, 2008-2013.

Adjunct Assistant Professor, Department of Communication and Culture, 2000, 2006-2008.

PUBLICATIONS, Selected

Books

Monaghan, L., J. Goodman, J. M. Robinson, eds. A Cultural Approach to Interpersonal Communication: Essential

Readings, Second Edition. Malden, MA: Blackwell, 2012.

Reynolds, H., E. Brondízio, and J. M. Robinson, eds. Teaching Environmental Literacy: Across Campus and Across

the Curriculum. Bloomington: Indiana University Press, 2010.

Robinson, J. M., and J. A. Hartenfeld. The Farmers’ Market Book: Growing Food, Cultivating Community.

Bloomington: Indiana University Press, 2007.

Book Series Editor

Robinson, J. M., W. M. Schlegel, P. Hutchings, M. T. Huber, eds. Scholarship of Teaching and Learning.

Bloomington: Indiana University Press. 2009-present.

Articles and Book Chapters—Performance and Environment—redacted for short CV

Articles and Book Chapters—Scholarship of Teaching and Learning, Selected

Huber, M. T. and J. M. Robinson. “Mapping Advocacy and Outreach for the Scholarship of Teaching and Learning.”

Teaching and Learning Inquiry 4.1 2016.

Robinson, J. M., K. Kearns, M. Gresalfi, A. Sievert, and T. Christensen, “Teaching on Purpose: A Collegium

Community Model for Supporting Intentional Teaching.” Journal on Excellence in College Teaching.

Forthcoming 2015.

Robinson, J. M., M. Gresalfi, A. K. Sievert, T. B. Christensen, M. K. D. Kearns, and M. E. Zolan. “Talking Across

the Disciplines: Building Communicative Competence in a Multidisciplinary Graduate-Student Seminar on

Inquiry in Teaching and Learning.” In The Scholarship of Teaching and Learning In and Across the

Disciplines, K. McKinney, ed, Bloomington: Indiana University Press, 2013. 186-199.

Robinson 2

Robinson, J. M. “Learning Abroad and the Scholarship of Teaching and Learning.” In Student Learning Abroad:

What They’re Learning, What They’re Not, and What You Can Do about It. Michael Vande Berg, Michael

Paige, and Kris Lou, eds. Sterling, VA: Stylus, 2012. 239-257.

Robinson, J. M. “Building Faculty Inquiry Networks to Support Teaching and Learning.” In Building Networks in

Higher Education. Kayo Matsushita, ed. Tokyo: Toshindo, 2011. In Japanese and English.

Robinson, J. M. “A Model for Grassroots, Multidisciplinary Faculty Inquiry.” In Teaching Environmental Literacy:

Across Campus and Across the Curriculum..H. Reynolds, E. Brondizio, and J. M. Robinson, eds.

Bloomington: Indiana University Press, 2010. 1-16.

Carey, T., J. M. Robinson, J. Rakestraw. “Building a Network, Expanding the Commons, Shaping the Field:

Perspectives on Developing a SOTL Repository." In New Media Technologies and the Scholarship of

Teaching and Learning, edited by R. Bass with B. Eynon. The Academic Commons Magazine (January

2009). Electronic publication: http://www.colorado.edu/ftep/sites/default/files/attached-files/wesch_-

_knowledge_to_knoweldgeable.pdf.

Robinson, J. M., A. F. Wise, and T. M. Duffy. “Authentic Design and Collaboration: Involving University Faculty as

Clients in Project-Based Learning Technology Design Courses.” In Educating Learning Technology

Designers. Eds. C. DiGiano and S. Goldman. NY: Routledge, 2009. 80-100.

Nelson, C. E., and J. M. Robinson. “The Scholarship of Teaching and Learning and Change in Higher Education.” In

Realities of Educational Change: Interventions to Promote Learning and Teaching in Higher Education.

Eds. L. Hunt, A. Bromage, and B. Tomkinson. London: RoutledgeFalmer, 2006.

Robinson, J. M. “Instructional Development through Faculty Inquiry and Community.” Project Kaleidoscope,

Volume IV: What Works, What Matters, What Lasts. Alison Morrison-Shetlar, ed. 2006. Electronic

publication: www.pkal.org/collections/VolumeIV.cfm.

Ochoa, T., and J. M. Robinson. “Revisiting Consensus: Collaborative Learning Dynamics during a Problem-Based

Learning Activity in Education.” Journal of Teacher Education and Special Education 28 (2005): 10-20.

Robinson, J. M. “Multiple Sites of Authority.” In Campus Progress: Supporting the Scholarship of Teaching and

Learning. Ed. B. Cambridge. Washington, D.C.: AAHE, 2004. 125-128.

Robinson, J. M., and C. E. Nelson. “Institutionalizing and Diversifying a Vision of Scholarship of Teaching and

Learning.” Journal on Excellence in College Teaching 14 (2003): 95-118.

Robinson, J. M. “When Popular Software Goes Away: Helping Faculty Transition to New Products.” In Developing

Faculty to Use Technology: Programs and Strategies to Enhance Teaching. Ed. David G. Brown. Anker.

2003. 65-70.

Robinson, J. M. “A Question of Authority: Dealing With Disruptive Students.” In Our Own Voice: Graduate

Students Teach Writing. Eds. T. Good and L. Warshauer. Needham Heights: Allyn & Bacon, 1999.

PRESENTATIONS AND CONFERENCE PAPERS, Selected

Keynote and Plenary Presentations

“Educational Impact and the Scholarship of Teaching and Learning in North America.” Research on Teaching and

Learning: Integrating Practices Conference. McMaster University, Hamilton, Ontario, Canada. December

11, 2014.

“ISSOTL founding members on the past, present & possible futures of SOTL.” International Society for the

Scholarship of Teaching and Learning, Hamilton, Ontario, Canada. October 27, 2012.

“The Ecology of SoTL: The Long-Term Impact of a Learning Community on Environmental Literacy.”

International Institute for SOTL Scholars and Mentors, Loyola Marymount University, Los Angeles, June 3,

2012.

Plenary Panel with Mary Taylor Huber and Jacqueline Dewar. International Institute for SOTL Scholars and

Mentors, Loyola Marymount University, Los Angeles, June 1, 2012.

Robinson 3

“Stories from the Field: Space, Place, and the Performance of Self.” Association for the Study of Literature and

Environment biannual meeting, Bloomington, IN, June 2011.

“Faculty Inquiry Networks in the Scholarship of Teaching and Learning” SOTL Commons Conference, Statesboro,

GA, March 2011.

“Building Faculty Development Networks.” International Symposium, Future of Faculty Development in

Japan: Building the Core in Faculty Development, Kyoto University. January 2009.

“Taking Teaching Seriously: Fostering a Climate of Instructional Development.” Section plenary panelist on

“Leadership for Learning: Building Culture of Teaching in Academic Libraries” with S. C. Curzon, J. L.

Mullins, P. B. Yocum, and S. Walter. “The Scholarship of Teaching and Learning.” American Library

Association, New Orleans, June 2006.

“Going Public: Non-traditional Approaches to the Scholarship of Teaching and Learning.” Plenary panelist at the

annual International Conference on the Scholarship of Teaching and Learning, City University, London,

May 2004.

“Expanding the Scholarship of Teaching and Learning.” Continuous Improvement Symposium of the Association for

the Advancement of Collegiate Schools of Business, St. Louis, October 2001.

Invited Presentations, Selected

Robinson, J. M. “Environmental Literacy and a Sustainable Teaching Practice: Improving teaching and learning

across campus.” The Schaefer Distinguished Lecturer Program. Gallaudet University. April 2013.

Robinson, J. M. “Scholarship of Teaching and Learning at Illinois State University: Research, Learning, and

Leadership.” Indiana State University. February 2013.

Robinson, J. M. “Local Food: Who Grows It, Who Buys It, and Why Does It Matter?” Earlham College. Sponsored

by the Peace and Global Studies Department. September 2012.

Robinson, J. M. “The Ecology of SoTL: Influence and Impact of SOTL on a Campus Learning Community about

Environmental Literacy.” Illinois State University. March 2012.

Robinson, J. M., M. Gresalfi, A. Sievert, K. Kearns, T. Christensen. "Designs, Maps, and Tools: A Model for

Supporting Intentional Teaching.” Scholarship of Teaching and Learning Program, Indiana University,

Bloomington, November 2011.

Robinson, J. M., M. Zolan, T. Christensen, M. Gresalfi, K. Kearns, A. Sievert, "The Teagle Collegium on Inquiry in

Action: Report on the Second Year of Supporting Transformations in Graduate Student Teaching through

Critical Reflection." Teagle Foundation, New York City, April 2010.

Robinson, J. M. “How will they be different at the end of the semester? Aligning student learning with course

objectives.” University of Wisconsin Faculty College. Richland Center, Wisconsin. May 26-29, 2009.

Conference Papers and Presentations (Peer Reviewed), Selected

Robinson, J. M. “The Human Learning Project: Learning Analytics in a Multi-Section General-Education

Ethnography Course.” American Anthropological Association. Denver. November 2015.

Robinson, J. M. “Deconstructing the Strange/Familiar Strategy in Higher Education.” Panel Chair. Anthropological

Association. Denver. November 2015.

O’Loughlin, V. D., K. D. Kearns, J. M. Robinson, C. Sherwood-Laughlin. “Multidiscplinary Evaluation and

Comparison of Pedagogy Courses’ Influences on Graduate Student Development as Teacher-Scholars.”

Lilly Conference on College Teaching. Miami, OH. 2015.

Robinson, J. M. “Graduate Certificate in College Pedagogy: Resistance and Resilience in Institutional Change.”

International Society for the Scholarship of Teaching and Learning, Quebec City, Canada. October 2014.

Robinson, J. M. “Making the Land Connection: Local Food Farms and Sustainability of Place.” Greening of

Everyday Life: Reimagining Environmentalism in Postindustrial Societies. Rachel Carson Center for

Environment and Society. Munich, Germany. June 19-21, 2014. Funded participation in symposium.

Robinson 4

Robinson, J. M., Hewson, K., K. Mårtensson, D. Gregory. "From Classroom to Lobby?: A Roundtable on Advocacy

by ISSOTL." Featured Presentation. International Society for the Scholarship of Teaching and Learning.

Raleigh, NC. October 2013. Available: http://www.elon.edu/e-web/academics/cel/issotl/livestream.xhtml.

Robinson, J. M. “Talking Across the Disciplines: Building Communicative Competence in a Multidisciplinary

Graduate-Student Seminar on Inquiry in Teaching and Learning.” International Society for the Scholarship

of Teaching and Learning, Milwaukee. October 2011.

Hickey, D. and J. M. Robinson. “Assessing ‘21st Century Skills’ in University Contexts: Not so Fast!” International

Society for the Scholarship of Teaching and Learning, Milwaukee. October 2011.

GRANTS, Selected

Robinson, J. M., (PI), C. Hostetter, D. Pace, and G. Rehrey. “Planning Grant for Networking Advanced Research

Collaborations on Teaching, Learning, and Student Success.” Vice Provost for Undergraduate Education.

Indiana University. 2015. $12,500.

Robinson, J. M. “The HumAn Learning Project: Humanities, Analytics, & Learning in a Multi-Section General-

Education Course.” Learning Analytics Fellows Program. Vice Provost for Undergraduate Education.

Indiana University. 2015. $2000.

Pyburn, A., A. Sievert, and J.L. Thomas, PIs. Study of the training of students and professional archaeologists and

biological anthropologists in the Native American Graves Protection and Repatriation Act. National Science

Foundation. Advisory member. 2014-2015. 180,000.

Pezzullo, P. and J. M. Robinson "Teaching Sustainability and Environmental Literacy in the Humanities: Phase 1,

Communicating Sustainability.” Proposal for Sustainability Course Development Fellowship. Indiana

University Office of the Vice Provost for Faculty and Academic Affairs, 2009. $8000.

Robinson, J.M (PI), M. Zolan, A. Sievert, M. Gresalfi. “The Indiana University Collegium: Graduate Student-Faculty

Inquiry Communities on Learning and Teaching." Teagle Foundation. $150,000. 2008-2012. Project web

site http://www.indiana.edu/~collegia/.

Robinson, J. M. Carnegie Cluster Leadership Grant, $5,000. American Association of Higher Education. 2004.

AWARDS, Selected

Distinguished Service Award, nominated, International Society for Scholarship of Teaching and Learning, 2015.

Trustees Teaching Award, $2500, 2012. Indiana University.

Theodore M. Hesburgh Faculty Development Award, for the Scholarship of Teaching and Learning Initiative.

Sponsored by TIAA-CREF. Initiative director and proposal co-author. $30,000. 2003.

SERVICE, Selected

Guest Lectures, Selected

“Teaching in Community: Pedagogical Communication across the Four Fields.” E521 Internship in Teaching

Anthropology, sponsored by Chancellor’s Professor Anya Peterson Royce. Anthropology Department,

Indiana University, November 6, 2014.

“Scholarship of Teaching and Learning.” In C750 The Scholarship of Teaching and Learning in Higher Education,

sponsored by Professors Megan Palmer and Tony Ribera. Department of Higher Education and Student

Affairs, IUPUI, October 10, 2013.

“Teaching and Learning Institute: Sustainability across the Curriculum.” A one-day workshop, Indiana University.

August 20, 2010. With H. Reynolds and L. Kurz.

International Society for the Scholarship of Teaching and Learning, Selected

President, 2008-2011 (president-elect, 2008-2009; president 2009-2010; past president 2010-2011). Acting President

Elect, 2007-2008.

http://www.elon.edu/e-web/academics/cel/issotl/livestream.xhtml

http://www.indiana.edu/~collegia/

Valerie Dean O’Loughlin CV, November 2015

1

Curriculum Vitae (abridged and teaching-focused)

NAME: O’Loughlin, Valerie Dean (maiden name: Valerie Lynn Dean)

EDUCATION:

GRADUATE Degree Date

Indiana University, Bloomington Ph.D., Biological Anthropology

(outside minor in Anatomy)

June 1995

Indiana University, Bloomington M.A. Biological Anthropology

(outside minor in Anatomy)

June 1992

UNDERGRADUATE Degree Date

College of William and Mary in Virginia B.S., Physics & Anthropology May 1989

APPOINTMENTS:

ACADEMIC (in-rank position marked with an asterisk) INSTITUTION RANK/TITLE Inclusive Dates

Indiana University School of Medicine,

Bloomington

Assistant Professor of Anatomy and

Director of Undergraduate Human Anatomy

1997-2006

Indiana University School of Medicine,

Bloomington

Associate Professor of Anatomy and Director

of Undergraduate Human Anatomy

2006-2010

*Indiana University School of Medicine,

Bloomington

Associate Professor of Anatomy and Cell

Biology, (tenure track position)

2010-present

PROFESSIONAL ORGANIZATION MEMBERSHIPS: (all memberships are in-rank)

American Association of Anatomists (AAA) 2002-present

American Association of Clinical Anatomists (AACA) 2003-6, 2011-present

Human Anatomy and Physiology Society (HAPS) 2001-present

International Society for the Scholarship of Teaching and Learning (IS-SOTL) 2004-present

National Science Teachers Association 2001-2013

Sigma Xi 1991-present

American Association of Physical Anthropologists (AAPA) 1992-present

International Association for Medical Science Educators (IAMSE) 2014-present

PROFESSIONAL TEACHING HONORS AND AWARDS: (in-rank activities marked with an asterisk)

Award Name Granted by Date Awarded

Trustee Teaching Award Indiana University 2001

Elected member of FACET (Faculty Colloquium

on Excellence in Teaching)

Indiana University 2002

Nominated for outstanding professor in the

Student Choice Awards Program

Student Alumni Association

Indiana University

2003, 2004, 2005,

2008, 2009, 2012

Basmajian Award (in recognition of excellence in teaching gross anatomy

and outstanding accomplishments in biomedical

research or scholarship in education)

American Association of

Anatomists

2007

*Who’s Who in America Marquis’ Who’s Who 2007-present

Trustee Teaching Award ($2500) IU School of Medicine (IUSM) 2008

*Who’s Who in Science and Engineering Marquis’ Who’s Who 2008-present

*Who’s Who in the World Marquis’ Who’s Who 2008-present

*Trustee Teaching Award IU School of Medicine (IUSM) 2012

*Trustee Teaching Award IU School of Medicine (IUSM) 2014

* IUSM Scholar Educator Award (Honors a faculty

member who approaches teaching and learning from a

scholarly lens)

IU School of Medicine 2014

*IUSM Outstanding Professor in Basic Sciences IU School of Medicine (IUSM) 2015


2

TEACHING: (in-rank activities marked with an asterisk)

*1995-Present: Basic Human Anatomy (Anatomy A215)

Role: Course Director and Lecturer (Fall and Summer sessions)

*2010-Present:Human Anatomy for Medical Imaging Evaluation (ANAT A480/580)

Role: Course Developer, Course Director and Instructor

*1995-Present:Human Gross Anatomy (Anatomy A550-551):

Role: Course Director (since 2008) and Lecturer

*2007-Present:Pedagogical Methods in Health Sciences (MSCI M620)

Role: Course developer, Co-Course Director and Instructor

*2008-Present:Anatomy Seminar (Anatomy A850):

Role: Co-Course Director and Instructor

*2008-Present:Research in Anatomy (Anatomy A800):

Role: Co-Course Director and Mentor

*2009-Present: Anatomy Teaching Practicum (Anatomy A878):

Role: Course Director and Instructor/Mentor

*Selected Anatomy Readings (Anatomy A530):

Semesters: Role: Instructor/Mentor

GRANTS/ FELLOWSHIPS IN TEACHING: (in-rank activites marked with an asterisk)

1. Indiana University, Teaching & Learning Technologies Centers, Media Assistant Grant, $1500,

(11/01)

2. Indiana University, Scholarship of Teaching and Learning (SOTL) Research Grant, $1500,

Valerie O’Loughlin, PI (8/2001-8/2002)

3. SBC/Ameritech Fellows Program Grant for “Cardiovascular Embryology Modules for Medical

Students and Medical Professionals,” $15,000, Valerie O’Loughlin, PI (12/2001-5/2003)

4. Indiana University School of Medicine, Education Research and Development Grant for “Human

Cardiovascular Embryology Animation Modules for Medical Students and Medical

Professionals,” $7195, Valerie O’Loughlin, PI (4/2002 – 4/2003)

5. IHETS (Indiana Higher Education Telecommunication System), Course and Module

Development Grant for “Interactive Human Embryology Animation Modules for Medical

Students, Medical Professionals and Patients,” $19,780, Valerie O’Loughlin, PI (6/1/03-3/31/05)

6. Indiana University, Scholarship of Teaching and Learning (SOTL) Research Grant, $2500,

Valerie O’Loughlin and Mark Braun, co-PIs (6/2007-6/2008)

7. *Indiana University 2013 Scholarship of Teaching and Learning (SOTL) Grant for “The Role of

a Doctoral Level Public Health Pedagogy Course: Enhancing Associate Instructors’ Pedagogical

Practices and Undergraduate Student Learning” (Catherine Sherwood-Laughlin, PI, Valerie

O’Loughlin, Co-Investigator) (2/2013-2/2015)

8. *Indiana University 2015 Scholarship of Teaching and Learning (SOTL) Grant for A

Multidisciplinary Evaluation of Pedagogy Courses’ Influence on Graduate Student Development

as Teacher-Scholars” (Valerie O’Loughlin, PI; Catherine-Sherwood-Laughlin and Jennifer

Robinson, Co-Investigators) ($5000)

TEACHING PRESENTATIONS FROM LAST 5 YEARS: (in-rank activities marked with an asterisk)

REGIONAL

Title Organization Date O’Loughlin, VD, Braun, MW and Kearns, KD. Assessing

the role of a graduate pedagogy course in the development

of future teacher-scholars

Indiana University’s Edward C. Moore

Symposium on Excellence in Teaching

(Indianapolis, IN)

March 2010

O’Loughlin, VD, Braun, MW, Kearns, KD, Heacock, I,

Sullivan, CS, and Miller, LE. Lasting Effects of a

Graduate Pedagogy Course on the Development of

Teacher-Scholars



(Indianapolis, IN)

March 2010


3

*O’Loughlin, VD. A ‘How-to’ Guide for Developing a

Publishable Scholarship of Teaching and Learning Project

IU School of Medicine Academy of

Teaching Scholars Program

(Indianapolis)

June 2011

*Lederer, A, Sherwood-Laughlin, C., Kearns, K,

O’Loughlin, V, and Lohrmann, D. Implementing a

Doctoral Pedagogy Class in Health Behavior



(Indianapolis, IN)

March 2014

*O’Loughlin, VD. Preparing Future (and Current) Faculty

to Become Teacher-Scholars

IU School of Medicine, Medical Sciences

Seminar series (P&T seminar)

November 2015

NATIONAL

Title Organization Date *Griffith, LM, Braun, MW, Kearns, KD and O’Loughlin,

VD. A Pedagogy Course’s influence on Graduate

Students’ Self-Awareness as Teacher Scholars

2010 Professional and Organizational

Development Network in Higher

Education (POD) (St. Louis, MO)

October 2010

*O’Loughlin, VD and Griffith, LM. Developing

Metacognitive Skills Through the Use of Blogs in an

Upper-Level Undergraduate Anatomy Course

American Association of Anatomists,

2011 Experimental Biology Meetings

(Washington, DC)

April 2011

*O’Loughlin, VD. A Mixed Methods Assessment of the

Role of a Graduate Pedagogy Class on Teacher-Scholar

Development

American Association of Clinical

Anatomists (AACA) (Columbus, OH

July 2011

*Thompson, AR, Braun, MW and O’Loughlin, VD. How

Do Block Scheduling and Integrated Testing Affect

Medical Student Performance?



(San Diego, CA)

April 2012

*Thompson, AR and O’Loughlin, VD. Evaluating an

Anatomy-Specific Tool for Blooming Exam Questions



(Boston, MA)

April 2013

*Waggoner, JS, Braun, MW and O’Loughlin, VD.

Student Perceptions and Preferences of Two TBL

Modalities in the Second Year Medical Curriculum



(Boston, MA)

April 2013

*Hanson, DC, Braun, MW, Bauman, M and O’Loughlin,

VD. Attitudes toward the implementation of computerized

testing at IU School of Medicine



(San Diego, CA)

April 2014

INTERNATIONAL

Title Organization Date *O’Loughlin, VD. Educational Research on and

Pedagogical Methods for Teaching Anatomy to Pre-medical

(Undergraduate) Students

22nd

International Symposium on

Morphological Sciences (Sao Paulo,

Brazil)

February 2012

*O’Loughlin, VD. Performing Educational Research in

Gross Anatomy and Microscopic Anatomy

(keynote speaker)

1st Annual International Conference on

Microscopic and Macroscopic Anatomy

(Singapore)

July 2014

*Lederer, A, Sherwood-Laughlin, C, Kearns, K, &

O'Loughlin, V. Training Matters: The Development and

Multi-Method Evaluation of a Doctoral-level Pedagogy

Course for Graduate Instructors

34th

Annual Lilly International

Conference on College Teaching

(Oxford, OH)

November 2014

TEACHING PUBLICATIONS (in-rank activites marked with an asterisk)

Textbooks

1. *McKinley, MP and O’Loughlin, VD. Human Anatomy, Dubuque, IA: McGraw-Hill Publishing, ©

2005 (1e), © 2008 (2e), © 2012 (3e), © 2015 (4e), 5e in production


4

2. *McKinley, MP, O’Loughlin, VD, and Bidle, T. Human Anatomy and Physiology: An Integrative

Approach, Dubuque, IA: McGraw-Hill Publishing, © 2013 (1e), © 2016 (2e).

Published Book Chapters on Teaching 1. *Griffith, LM, O’Loughlin, VD, Kearns, KD, Braun, M and Heacock, I. (2010) Chapter 4: A Pedagogy

Course’s Influence on Graduate Students’ Self-Awareness as Teacher-Scholars. In: L. Border (ed.)

Studies in Graduate and Professional Student Development, No. 13, pp. 59-82, Stillwater, OK: New

Forums Press.

2. *O’Loughlin, VD. (2015) Chapter 46: Educational Research Opportunities in Anatomy. In: LK Chan

and W. Pawlina (eds.) Teaching Anatomy – A Practical Guide. New York, NY: Springer Publishing.

Published Papers on Teaching (last 5 years)

1. O’Loughlin, VD. (2002) Assessing the Effects of Interactive Learning Activities in a Large Science

Class: One Neophyte’s Adventures in the Scholarship of Teaching. Journal on Excellence in College

Teaching, 13(1): 29-42.

2. O’Loughlin, VD. (2002) Implementing Interactive Learning Activities in Anatomy Lectures. HAPS-

Educator, pp. 15-17.

3. O’Loughlin, VD. Using Cadaver Labs for Community Outreach. HAPS-Educator, 7-8 (2006)

4. O’Loughlin, VD. (2006) A “How to” Guide for Developing a Publishable Scholarship of Teaching

Project. Advances in Physiology Education, 30:83-88.

5. Husmann, P, O’Loughlin, VD, and Braun, MW. (2009) Quantitative and Qualitative Changes in

Teaching Histology by means of Virtual Microscopy in an Introductory Course in Human Anatomy.

Anatomical Sciences Education 2(5):218-226.

6. *Kearns, KD, Sullivan, CS, Braun, M and O’Loughlin, VD. (2010) A Scoring Rubric for Teaching

Statements: A Tool for Inquiry into Graduate Student Writing about Teaching and Learning. Journal

on Excellence in College Teaching, 21(1): 73-96.

7. *Doubleday, EG, O’Loughlin, VD, and Doubleday, AF. (2011) The Virtual Anatomy Laboratory:

Usability Testing to Improve an Online Learning Resource for Anatomy Education. Anatomical

Sciences Education, 4(6): 318-326.

8. *Collier, L, Dunham, S, Braun, M, and O’Loughlin, V (2012) Optical vs. Virtual: Instructor Perceptions

of the Use of Virtual Microscopy in an Undergraduate Human Anatomy Course. Anatomical

Sciences Education.5(1): 10-19

9. *O’Loughlin, VD, Collier, L, Dunham, S and Braun, M. (2013) Virtual Microscopy is a Superior and

Reputable Pedagogical Tool for Histology Learning: Response to Xu. Anatomical Sciences

Education. 6(2): 139-140.

10. *Thompson, AT, Braun, MW and O’Loughlin, VD. A Comparison of Student Performance on

Discipline-Specific versus Integrated Exams in a Medical School Course. Advances in Physiology

Education. 37(4): 370-6.

11. *Thompson, AR and O’Loughlin, VD. (2015) The Blooming Anatomy Tool (BAT): A Discipline-

Specific Rubric for Utilizing Bloom’s Taxonomy in the Design and Evaluation of Assessments in the

Anatomical Sciences. Anatomical Sciences Education 8(6): 493-501.

12. *Brokaw, J and O’Loughlin, VD. (2015) The Education-Focused PhD Program in Anatomy and Cell

Biology at Indiana University: Lessons Learned and Future Challenges. Anatomical Sciences

Education 8(3): 258-265.

13. *Lederer, AM, Sherwood-Laughlin, C, Kearns, KD, and O’Loughlin, VD. Development and Evaluation

of a Doctoral-Level Health Promotion Pedagogy Course for Graduate Student Instructors. College

Teaching (in press).

Celebrating60yearsofteachingandresearchinanthropology1947-2007

StudentBuilding130701E.KirkwoodAvenueBloomington,IN47405-7100(812)855-1041www.indiana.edu/~anthro

November7,2015SOTLGrantCommitteeCenterforInnovativeTeachingandLearningWellsLibrary,E250IndianaUniversityBloomingtonDearSOTLGrantSelectionCommittee,IampleasedtosupportRobinsonandO’Loughlin’sproposal“TeachingasThoughLearningMatters”foraSOTLgrant.TheirprojectwillfocusontheanalysisoftransformativeteachingexperiencesofgraduatestudentsinseveraldisciplinesacrosstheIUBcampus,creatingalearningcommunityinwhichgraduatestudentscanreflectonformativeandtransformativeexperiencesinamulti-disciplinarycontext.Studentparticipantswillalsowriteopen-endednarrativesabouttheirteachingexperiencesthatwillbeanalyzedbytheco-investigatorsandthencollectedintoavolumeforpotentialpublication.DuringthemanyyearsIUBhassupportedtheSOTLprogram,graduatestudentshavebeensomeofthemostengagedandinnovativeparticipants,especiallywhentheycomefromdepartmentslackingsustainedsupportforgraduatestudentpedagogicaldevelopment.Thusitisfittingthatthisprojectwillseektoanalyzeanddisseminatethecomparativeexperiencesofthisvanguardofyoungdisciplinaryexpertswhileencouragingtheirdevelopmentasanintellectualcommunity.ThisresearchwillalsoalignwiththeproposedgraduatecertificateincollegepedagogythatRobinsonhassubmittedtotheCollegeofArtsandSciences.Theresearchteamhasalreadybegunplanningthisfallandwillissueacallforparticipationinthecomingweeks.Fundingwillallowthemtoprovidehonorariatoparticipatingstudentsandwillhelpwithdatacollectionandanalysis,andconferencetravel.WithRobinsonandO’Loughlin’scollaborativeknowledgeandexperienceinbothSOTLandgraduatestudentpedagogicaldevelopment,Iamconfidentthatthisprojectwillmakeanimportantcontributiontothefutureofgraduatestudenteducation,atIUandbeyond.Sincerely,

[email protected]

INDIANA UNIVERSITY MEDICAL SCIENCES PROGRAM

SCHOOL OF MEDICINE Bloomington

Jordan Hall 105 1001 E. Third Street Bloomington, IN 47405 (812) 855-8118 fax (812) 855-4436

November 10, 2015 SOTL Grant Committee Center for Innovative Teaching and Learning Wells Library, 2nd Floor Indiana University Bloomington, IN 47405 Dear Members of the Grant Committee: Medical Sciences strongly supports the 2015 Scholarship of Teaching and Learning (SoTL) grant proposal submitted by Dr. Jennifer Robinson of the Department of Anthropology and Dr. Valerie O’Loughlin of Medical Sciences, entitled “ Teaching as though Learning Matters: A Systematic Study of Graduate Student Reflections on Learning to Teach (and Teaching for Learning) in Higher Education.” Dr. Valerie O’Loughlin and colleagues have previously demonstrated the effectiveness of a Medical Sciences pedagogy course on the development of graduate students as teacher-scholars, and they have presented and published their current findings in top-tier journals and at regional national and international meetings. Dr. Jen Robinson has led multiple efforts both supporting and researching the preparation of graduate students to teach in higher education. She has led graduate student learning communities (funded by the Teagle Foundation) and is the faculty leader for developing a graduate certificate program in College Pedagogy. In addition, Drs. O’Loughlin, Robinson, Sherwood-Laughlin, and Kearns are examining the effects of multiple pedagogy courses’ influences on Indiana University graduate student development as teacher scholars. Both Drs. Robinson and O’Loughlin have proven track records in presenting and publishing their educational research about graduate student teacher development. Drs. Robinson and O’Loughlin’s current research proposal will build on their previous educational research and most notably provide a student voice to the question about teacher development. The to-be-published volume of graduate student narratives will provide other institutions and other graduate students worthwhile data and recommendations about how to develop as scholarly teachers. Indiana University’s efforts in graduate student instructor development will be highlighted and showcased as a result. Please strongly consider this worthy proposal for a 2015 SoTL grant. This office and our faculty are strongly committed to this project and are eager to share the results of these educational research efforts. Thank you. Sincerely, John B. Watkins III, Ph.D. Associate Dean and Director Professor of Pharmacology & Toxicology Adjunct Professor of Optometry

Documents

Teaching as though Learning Matters: A Systematic Study of ... · Funded SOTL Research: Indiana University's Communities of Inquiry !! Teaching as though Learning Matters: A Systematic