The page uses Browser Access Keys to help with keyboard navigation. Click to learn moreSkip to Navigation

Different browsers use different keystrokes to activate accesskey shortcuts. Please reference the following list to use access keys on your system.

Alt and the accesskey, for Internet Explorer on Windows
Shift and Alt and the accesskey, for Firefox on Windows
Shift and Esc and the accesskey, for Windows or Mac
Ctrl and the accesskey, for the following browsers on a Mac: Internet Explorer 5.2, Safari 1.2, Firefox, Mozilla, Netscape 6+.

We use the following access keys on our gateway

n Skip to Navigation
k Accesskeys description
h Help
Cornell University    
 
    
 
  Nov 25, 2017
 
Courses of Study 2011-2012 [ARCHIVED CATALOG]

[Add to Favorites]

ALS 6016 - Teaching as Research in Higher Education


Spring. 2 credits. S-U grades only.

Prerequisite: ALS 6015 . Students participating in CTE collaborative programming (i.e., CIRTL, Teagle and future faculty programs in City and Regional Sciences and Biological and Biomedical Sciences Graduate Research and Teaching Fellowship Program) may be required to enroll in this course in order to complete their program requirements. This course is part of the fulfillment of the CTE Biological and Biomedical Sciences (BBS) Graduate Research and Teaching Fellowship Program. It will also be part of CIRTL offerings and is being considered for requirements for an additional group of Teagle grant participants.

K. Williams and T. Pettit.

Course will expose students to the literature on the Scholarship of Teaching and Learning (SOTL). Within this academic conversation about the scholarship of teaching and learning and teaching as research, students will design and complete their own original research project to inform teaching in their discipline. This course culminates in the creation of a teaching as research project to include: an in-depth literature review incorporating SOTL resources from one’s discipline; a methodology designed to address a particular need in one’s teaching and/or within teaching in one’s discipline; a critical analysis of the results and conclusions in a formal research report. Throughout the process students will give and receive critical feedback during key developmental stages and present their reports in multiple venues.

Outcome 1: Evaluate the scholarship of teaching and teaching as research literature within their disciplines in a literature review.

Outcome 2: Evaluate various research methodologies used in the research on teaching (e.g., qualitative, quantitative, mixed-methods, teacher-action research methods) to select the most appropriate methodology for their project.

Outcome 3: Describe the all ethical implications of their study as evidenced within the “risks” portion of their IRB applications.

Outcome 4: Write all parts of a research on teaching report (i.e., abstract, introduction, literature review, methods, results, conclusions, discussion, references, appendix) to include all critical elements defined in the final project rubric.

Outcome 5: Present their research findings in three different settings using presentation strategies discussed in class (i.e., poster, discussion, lecture, etc.) to meet the criteria stated in the presentation rubric.

Outcome 6: Identify ways to continue their own teaching as research projects to inform their teaching.



[Add to Favorites]