Leadership Site Presentations & Guides

Below you will find some presentations and guides designed by the Leadership Site that have been helpful to faculty and staff over the years. At this time, you will find presentations on gathering evidence, content analysis, grounded theory; a whitepaper discussing the IRB protocol for SoTL projects; and survey results that discuss the impact of SoTL in the University of Wisconsin System.

Gathering Evidence Workshop 2009

You can view the PowerPoint presentation (via a pdf handout) from our Gathering Evidence Workshop that was presented in November of 2009 at the Pyle Center in Madison.

Faculty College 2009: Article citations for supplemental materials

The following articles were used as supplemental materials to the PowerPoint presentation, "Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning," at Faculty College 2009.
Due to copyright laws we are unable to post these articles on our site. We strongly suggest that you locate them and use them along with the PowerPoints. The first article shows the use of Descriptive Questions: Quantitative methods and the second article reflects Confirmatory Questions: Quantitative methods.
Bacon, D.R., Stewart, K.A., & Silver, W.S.(1999). Lessons from the best and worst student team experiences: How a teacher can make the difference. Journal of management Education, 23(5), 467-488.
Balch, W.R. (1998). Practice versus review exams and final exam performance. Teaching of Psychology, 25,181-185.

Faculty College 2009 Day One

Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning.
Presented by Dr. Renee Meyers, Coordinator, UWS Leadership Site

Faculty College 2009 Day Two

Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning (surveys).
Presented by Dr. Renee Meyers, Coordinator, UWS Leadership Site

Faculty College 2009 Day three

Gathering SoTL Evidence: Methods for Systematic Inquiry into Student Learning (focus groups and more).
Presented by Dr. Renee Meyers, Coordinator, UWS Leadership Site

Content Analysis: PowerPoint Presentation

This Content Analysis PowerPoint was presented at the "Analyzing Written and Spoken Data Workshop," April 2008, sponsored by the UW System Leadership Site for the Scholarship of Teaching and Learning. The presentation explained what Content Analysis is and discussed how to conduct Content Analysis using Dr. Meyers past research as an example. Please refer to the Content Analysis Handouts below that supplement this presentation.

Content Analysis: Presentation Handouts

These handouts serve as supplemental materials for the Content Analysis PowerPoint that was presented at the "Analyzing Written and Spoken Data Workshop," April 2008, and sponsored by the UW System Leadership Site for the Scholarship of Teaching and Learning.

Grounded Theory: PowerPoint Presentation

This PowerPoint was presented at the "Analyzing Written and Spoken Data Workshop," April 2008, sponsored by the UW System Leadership Site for the Scholarship of Teaching and Learning. The presentation was designed to explain what Grounded Theory is and showed an example of how to do Grounded Theory. Two published journal articles served as examples for the Grounded Theory research in the presentation.

Guidelines for Human Research Participants in Scholarship of Teaching and Learning Research

Researchers across all disciplines conduct Scholarship of Teaching and Learning (SoTL) research. However, because SoTL researchers in some disciplines are unaccustomed to needing IRB approval for their disciplinary research (i.e., it does not involve human participants), there has been ambiguity among these SoTL researchers regarding the IRB process, and similar ambiguity among IRB evaluators as to what review category best fits SoTL research. This document is meant as a guideline for those doing Scholarship of Teaching and Learning (SoTL) research, and for those judging its status in the IRB process (also see McKinney, 2007 for additional information). It was not written to dictate decisions or actions. Instead it was written to provide additional information on research practices that may be unfamiliar to many, and to help guide researchers and IRB decision makers on SoTL work. Faculty from across the UW-System contributed to this paper.

Survey results for the Impact of the Scholarship of Teaching and Learning in the UW System

In Fall, 2006, the UWS Leadership Site for the Scholarship of Teaching and Learning (SoTL) developed a web-based survey to assess the impact of SoTL on the UW System. All OPID Teaching Fellows and Scholars for the past several years were contacted and invited to complete the survey. In addition, all OPID faculty and administrative representatives (two from each UWS campus) were contacted and asked to distribute information about the survey and request completion from faculty on their respective campuses. The result was that 223 faculty from across the system completed the survey. Respondents from each of the fourteen campuses were represented. The survey was divided into five parts regarding the impact of SoTL. The first set of questions queried respondents about the personal impact of SoTL on their teaching practices. The second set of questions investigated the impact of SoTL on the respondents students and classrooms. The third part of the survey looked at how being involve.

Report: Impact of the Scholarship of Teaching and Learning in the UW System

In Fall, 2006, the UWS Leadership Site for the Scholarship of Teaching and Learning (SoTL) developed a web-based survey to assess the impact of SoTL on the UW System. All OPID Teaching Fellows and Scholars for the past several years were contacted and invited to complete the survey. In addition, all OPID faculty and administrative representatives (two from each UWS campus) were contacted and asked to distribute information about the survey and request completion from faculty on their respective campuses. The result was that 223 faculty from across the system completed the survey. Respondents from each of the fourteen campuses were represented.