understanding students and learning
using inquiry to enhance your teachingPeter Felten
Center for Engaged LearningElon University
“Location, even if unintentionally, seems to have been theorized into the dominant discourse where the
Western location is unconsciously amalgamated with the universal and treated as default ‘common sense’ and other locations are theorized out of the picture totally.”
(Chng & Looker, 2013, p. 139)
“It is possible to identify some broad differences between Confucian-influenced and
other educational approaches while avoiding essentialising either or falling into
stereotypical descriptions, particularly ones that are shaped by unacknowledged
cultural bias. Take for example the common distinction between western student-
centred approaches and Confucian-influenced teacher-centred approaches. There is
some truth in this and certainly, the roles adopted by students and teachers in western
and Confucian-influenced cultures can broadly differ. It would be wrong, however, to
suggest that all teachers in the west were genuinely student-focused…. Equally, it
would be wrong to suggest that Confucian-influenced teachers do not care about their
students, simply because their relationship does not conform to a western model.”(Chong & McArthur, 2021, p. 4)
1. What do you hope to better understand about your students and their learning?
2. How experienced are you at using inquiry to understand your students and enhance your teaching?
Menti.comCode: 9926 4178
Why use inquiry to understand students and learning?
How to use inquiry effectively?
What will you do?
“The scholarship of teaching and learning (SoTL) encompasses a broad set of practices that engage teachers in looking closely and critically at student learning for the purpose of improving their own
courses and programs. It is perhaps best understood as an approach that marries scholarly inquiry to any of the intellectual tasks that comprise the work of teaching.”
(Hutchings, Huber, and Ciccone, 2011)
SoTL improves teaching approaches and student learning outcomes.
(Tr i gwe l l , 2013 ; Hutch ing , Huber, & Ciccone , 2011)
SoTL develops “a generative culture [that] multiplies the impact of formal faculty development, enhances self-motivated
individual faculty learning, and supports faculty experimentation in their courses.”
(Condon et a l . , 2016 , p. 121)
Level Purpose of investigation Evidence gathering methods &conclusions will be Investigation results in
1 To inform oneself Verified by self Personal knowledge
2 To inform a group within a shared context
Verified by those within the same context
Local knowledge
3 To inform a wider audience Verified by those outside of that context Public knowledge
(Ashwin & Trigwell, 2004, p. 122)
Enhance your teaching and your students’ learning
Make a scholarly contribution
Engage in quality assurance
“What matters most is for teachers to investigate the problems that matter most to them”
(Bass, 1999)
for the purposes that matter to them.(Me, today)
3. What’s your primary purpose for engaging in inquiry into your students and their learning?
Menti.comCode: 9926 4178
Why use inquiry to understand students and learning?
How to use inquiry effectively?
What will you do?
Principles of Good Practice in SoTL1.Inquiry focused on student learning
2.Grounded in context
3.Methodologically sound
4.Conducted in partnership with students
5.Appropriately public(Felten, 2013)
SoTL Problems
What works? What is?
-.
(Hutchings, 2000)
In what
conte
xts?
SoTL Problems
What works? Does the format of my course influence how much my students learn?
Do structured active learning activities in class contribute to learning for all of my students?
-.
“Even though the face-to-face format had the highest contact time, it also resulted in the lowest performance.”
“Although the hybrid and online courses had identical online resources,the hybrid had additional in-class active-learning exercises done in
teams and with support from undergraduate learning assistants and the instructor….Studies have found that group learning is particularly
beneficial for underrepresented students.”(p. 8)
SoTL Problems
What is?How can we help students write better
literature reviews?
How do students write lit reviews?
How do experts write lit reviews?Ho-.
“Decoding the Disciplines” interviews to articulate the steps you take in writing a lit review
3 groups of interview subjects: 2nd year and 4thyear undergraduates, and faculty
Student teams conduct the interviews
How do faculty write a lit review?“iterative” - “creative” - “recursive” - “radial”
How to faculty teach the writing of a lit review?“step-by-step”
How do 2nd year undergrads write a lit review?“step-by-step”
How do 4th year undergrads write a lit review?“I know I’m doing it wrong, but I go back-and-forth
from the literature to my question.”“My way is not the way you’re supposed to do it.”
Having students conduct the interviews mattered for what was disclosed by the person being
interviewed
Students asobjects of SoTL
Students asactors in SoTL
Photo by Martin Springborg
Involving students in SoTL contributes to increased
Engagement – enhancing motivation & learning
Awareness – developing metacognition & identity
Enhancement – improving teaching & experiences
Belonging – cultivating meaningful communities
(Cook-Sa ther, Bov i l l , & Fe l t en , 2014 ; Mercer-Maps tone e t a l . , 2017 )
In wha
t con
text
s?
“I think some faculty…are so focused on getting stuff done that they don’t pay attention to their students, who I think
are the most valuable resources in the classroom.”
(Undergraduate quoted in Cook-Sather, Bov i l l , & Fe l ten , 2014)
Why use inquiry to understand students and learning?
How to use inquiry effectively?
What will you do?
4. What’s one thing you will do (alone or with students) to better understand your students and their learning?
Menti.comCode: 9926 4178
SoTL improves teaching approaches and student learning, and contributes to a
generative teaching culture within departments and institutions.
(Tr i gwe l l , 2013 ; Hutch ing , Huber, & Ciccone , 2011 ; Condon et a l , 2016)
SoTL involves “a shift from an imperative of proof to an imperative of understanding ,…
and from an imperative of generalizable simplicity to one of representing complexity well .”
(Poole , 2013 , p.149)
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[email protected] @pfeltenNC