Funded Scholarship of Teaching and Learning Research: Indiana University's Communities of Inquiry
Indiana University's Scholarship of Teaching and Learning initiative fosters collaborative efforts that, generally speaking, help move teaching beyond a solitary, and quite often private, act. By embracing the idea that many of today's teaching challenges are in fact opportunities for faculty to collaborate on investigative research projects, IU's various Communities of Inquiry have become a mainstay of the program.
Each Community of Inquiry is a faculty-defined and implemented collaborative project contributing to the larger interdisciplinary conversation that has become one of the hallmarks of the SOTL program. Supported by the Office of the Vice Provost for Undergraduate Education, each community concentrates on a particular research topic, teaching problem, or theoretical model, as they generate, critique, and disseminate in-depth and comparative scholarship that examines relationships between learning and teaching, within and across disciplines.
How Can We More Effectively Encourage Faculty to Apply and Do SOTL?. Carol Hostetter (Social Work).
The Effectiveness, Efficiency, and Experience Offered by the PASS Student Led Team Learning Program: Biology and Beyond. Andrew Koke (Student Academic Center).
Analyzing the learning outcomes and teaching strategies of an arts-based general education curriculum on peace and conflict transformation through the arts. Marjorie Manifold and Mousumi De (Education – Curriculum & Instruction).
Service-Learning Attitudes and Project Engagement in a Larger Classroom Setting. Lauren Reiter (Apparel Merchandising and Interior Design).
Teaching as though Learning Matters: A Systematic Study of Graduate Student Reflections on Learning to Teach (and Teaching for Learning) in Higher Education. Jennifer Robinson (Anthropology), Valerie O’Loughlin (Medical Sciences).
The Role of Student Perception in Information Literacy Learning Outcomes in the Archives-centered Advanced Writing Course. Ranu Samantrai and Laura Clapper (English).
Augmented Reality Digital Technologies (ARDT) for Foreign Language Teaching and Learning. Olga Scrivner and Julie Madewell (Spanish and Portuguese), Cameron Buckley (Fine Arts).
Student interaction with instructional activities: Comparing successful and unsuccessful students. Michael Stucker (Music – Recording Arts).
Tweets from Europe: Social Networking as Authentic Learning. Giovanni Zanovello and Katherine Altizer (Musicology).
Decoding Computer Science and Informatics. John Duncan, Adrian German, and Susanne Menzel (School of Informatics and Computing).
Exploring Students’ Conceptions of Research and Inquiry. Barbara Dennis, Peiwei Li, Karen Ross, and Pengfei Zhao (Counseling and Educational Psychology).
Information Literacy Integration and Assessment in Undergraduate STEM Programs. Richard Hardy (Biology) and Brian Winterman (IUB Libraries).
A Pilot Study of Service-Learning in Intergenerational Family Literacy. Beth Samuelson and Tara Kelley (Literacy, Culture and Language Education).
Promoting Academic Integrity in Computer Science: A Culture Study. Yuqing Melanie Wu (Informatics and Computing) and Carolyn Calloway-Thomas (Communication and Culture).
The Role of a Doctoral Level Public Health Pedagogy Course: Enhancing Associate Instructors’ Pedagogical Practices and Undergraduate Student Learning. Catherine Sherwood-Laughlin, Alyssa Lederer, David Lohrmann, and Kathy Finley (Applied Health Science); and Valerie O’Loughlin (Medical Sciences).
Roundabout Opera for Kids: Developing a Pedagogy of Music Outreach. Kimberly Carballo (Jacobs School of Music).
Technology Integration Concerns: A Dialogue Between Pre-Service Teachers and Exemplary In-Service Teachers. Tom Brush, Krista Glazewski, Anne T. Ottenbreit-Leftwich, Sinem Aslan, Bryan Hoey, Olgun Sadik, and Aaron Zachmeier (Instructional Systems Technology).
Designing for Participation in Hybrid Delivery of a Large Media Production Course. John D. Walsh (Department of Telecommunications) and Daniel T. Hickey (Learning Sciences).
Effects of Peer-Learning on Students’ Linguistic Development in Russian. Maria Shardakova and Elena Doludenko (Slavic Languages and Literatures).
Law School and Psychology Graduate Training: Incorporating the Children's Perspective into Divorce Mediation and Program Evaluation Research – Continued Funding. Amy G. Applegate (Law), Amy Holtzworth-Munroe, Brian M. D'Onofrio, and John E. Bates (Psychological and Brain Sciences).
Rolling In The Deep: Assessing Higher Cognitive Skills in the Context of an Undergraduate Research Course. Carol Hostetter and Sabrina Williamson Sullenberger (School of Social Work).
Technology Integration Concerns: A Dialogue Between Pre-Service Teachers and Exemplary In-Service Teachers. Krista Glazewski, Anne T. Ottenbreit-Leftwich, Sinem Aslan, Bryan Hoey, and Aaron Zachmeier (Instructional Systems Technology).
An Assessment of Student Learning Outcomes in Department of Recreation, Park and Tourism Studies Using Shared Goals of the New General Education Requirements. Craig Ross and Sarah Young (Recreation, Park, and Tourism Studies); Maresa Murray (Applied Health Science) and Joanne Klossner (Kinesiology).
Comparing Interaction in Traditional and Innovative Classroom Spaces. Laura Gurzynski-Weiss, Avizia Long, and Megan Solon (Spanish and Portuguese).
Development of Interdisciplinary Communication Skills in Nursing and Medical Students Using a Simulated Clinical Environment. Deanna L. Reising (Nursing) and Douglas E. Carr (Medical Sciences).
Imago Score: Collaborative Research in Creative Process. Salene Carter (Public Health) and Rowland Ricketts (Fine Arts).
The Decoding the Disciplines Project. Arlene Diaz, David Pace, and Leah Shopkow (History); Chen Zhu (Geology) and Joan Middendorf (Center for Innovative Teaching and Learning)
The Impact of Service Learning on the Values, Knowledge, and Skill Sets of First-year Athletic Training. Joan Klossner and Katie Grove (Public Health).
Assessing the Value of Interdisciplinary Team-Teaching in a Science Curriculum. Philip Quirk (Human Biology).
Examining Pre-service Teachers’ Emerging Understandings of Biliteracy Pedagogies. Carmen Medina and Maria P. Ghiso (Language Education)
Interdisciplinary Law School and Psychology Graduate Training: Incorporating the Children's Perspective into Divorce Mediation and Conducting Program Evaluation Research. Amy G. Applegate (Maurer School of Law), Amy Holtzworth-Munroe, Brian M. D'Onofrio, and John E. Bates (Department of Psychological and Brain Sciences); and Jenn McIntosh (Clinical Director of Family Transitions).
The Formation of Scholarly Teachers: Lessons for Teaching and Learning for the Next Generation from the Survey of Doctoral Education. Bernice Pescosolido and Brian Powell (Sociology); Carol Hostetter (Social Studies) and Rebecca Martinez (Center for Evaluation and Education Policy).
The History Learning Project. Arlene Diaz, David Pace, and Leah Shopkow (History); and Joan Middendorf (Center for Innovative Teaching and Learning).
Understanding Student Outcomes and Learning Bottlenecks across Class-Levels in the P200 Criminal Justice Introductory Course. Kip Schlegel (Criminal Justice).
What are the Effects of Video Podcasting and Student-generated Podcasting on Learning, Teaching and Technical Support in a Hands-on Computer and Information Literacy Course? Howard Rosenbaum and Mark Napier (Library Information Sciences).
Does Participation in Pedagogical Health Sciences Encourage Graduate Students to Develop a More Scholarly Approach to Classroom Teaching? Valerie O’Loughlin and Mark Braun (Medical Sciences), and Katherine Kearns (CITL).
How Can Visual Methods Enhance Teaching and Learning in the General Education Classroom? A Multi-Disciplinary and Collaborative Research Project. Laurel Cornell (Sociology), Carrie Donovan (Wells Library), Hilary Kahn (Center for the Study of Global Change/Anthropology), Lara Lackey (Art Education), Martha MacLeish (Studio Art), Caty Pilachowski (Astronomy) and George Rehrey (Center for Innovative Teaching and Learning).
Information Fluency for the Disciplines. Carrie Donovan, David Oldenkamp, and Brian Winterman (IUB Libraries).
Internationalizing the Curriculum: A Global Learning Faculty Community. Hilary E. Kahn (Anthropology) and Daniel Knudsen (International Studies).
The LAMP Conundrum: Differential Expectations between Students and Faculty in Honors-Level Seminars. Eric Metzler and Jane Rogan (Liberal Arts and Management Program).
Teaching Geological Fundamentals: An Assessment of the Effectiveness of Varied Pedagogical Approaches Coupled to Student Learning. Simon Brassell, Jeremy Dunning, Bruce Douglas, Claudia Johnson, Jim Brophy, Michael Hamburger, and Chen Zhu (Geology).
Scaffolding Critical Thinking in Online Problem-Based Studies. Tom Duffy and Gihan Osman (Instructional Systems Technology).
Brief Student Goal Orientation Intervention to Improve Success in Entry Level Courses in the Natural Sciences. Bernice Pescosolido (Sociology) and Carol Hostetter (Social Work).
Building a Network for the Scholarship of Teaching and Learning History. Arlene Diaz, David Pace, and Leah Shopkow (History); and Joan Middendorf (Center for Innovative Teaching and Learning).
Chemistry Taking Action to Research and Enhance Student Achievement. Michael Edwards (Chemistry) and Bob Vantine (Office of Strategic Mentoring).
Cross-Disciplinary Research on Collaborative Learning. Theresa A. Ochoa (Education) and Howard Rosenbaum (Library and Information Science).
Diversity Course Exploratory Study. Katharine V. Byers (Social Work), Carolyn Calloway-Thomas (Communication and Culture), and Thomas Nelson Laird (Education).
Food for Thought: HUBI-ELSI Scholarship of Teaching and Learning Project. Whitney Schlegel (Human Biology), Vicki Getty (Public Health), Diane Henshel (Public and Environmental Affairs), James Reidhaar (Fine Arts Studio), Heather Reynolds (Biology), and George Rehrey (Center for Innovative Teaching and Learning).
Just in Time Teaching for the History of Photography. Claude Cookman and Michael Lyons (Journalism); and Sara Mandel (Fine Arts-History).