This presentation is a guide for authors interested in writing and reviewing papers in the scholarship of teaching and learning

Kustra, Erika

Raffoul, Jessica

Scholarship at UWindsor

How toFeed Your FriendsSeduce Your Editors:Writing and Reviewing for SoTL&Jessica Raffouland Erika KustraJune 20122Choose a Topic1.	 Choose	a	topic,	pose	a	question,	or	investigate	a	problem	that	can	be	investigated	empirically,	theoretically,	or	critically.		Zoom	in.		And	get	comfortable.				a.	 Start	with	a	teaching	approach	that	you	are	good	at,	or	interested	in,	or	struggling	with.b.	 Consider	yours	and	others’	interests.		c.	 Consider	your	discipline	and	its	teaching	demands.d.	 What	do	you	already	know	about	your	topic?		Talk	it	out.		Map	it.		Daydream.		Note-take.		e.	 Collaborate	 with	 colleagues	 both	 in	 and	 out	 of	 your	 department.	 	 Many	 faculty	 assume	 that	 all	instructors	“teach	the	same	way,”	which	is	rarely	true.		NOTE:	Unless	you	are	writing	a	reflective	journal	or	teaching	blog,	never	simply	describe	a	teaching	approach	you	enjoy.		Your	editors	and	reviewers	expect	you	to	embed	your	idea	in	existing	literature,	connect	your	practices	to	existing	theories,	and	assess	their	effectiveness	with	data/evidence,	always	within	a	conceptual	framework.Review the Literature2.	 Review	existing	literature	–	books,	journals,	newsletters,	blogs,	magazine	articles.		a.	 Relate	and	be	relevant:	How	will	your	work	contribute	to	your	practice,	your	colleagues,	both	within	your	university	and	beyond,	and	to	the	study	of	teaching	as	a	whole?		b.	 Once	you’ve	collected	your	resources,	cite	your	references.		Collect Data3.	 Decide	whether	you	will	collect	qualitative,	quantitative,	or	both	types	of	data.	 	Good	scholarship	 involves	assessment	of	any	sort,	and	SoTL	is	no	exception.		Just	be	sure	that	the	method	you	use	best	addresses	your	topic/problem/question.	a.	 If	necessary,	obtain	approval	from	your	institution’s	ethics	review	board.b.	 Collect	credible	data	as	evidence,	using	either	affective,	process,	or	performance	measures.		These	can	include	Likert	scores,	comments	on	instructor	evaluations,	surveys	and	questionnaires,	mid-semester	feedback,	and	more.		Basically,	collect	evidence	of	student	learning.	Yes,	case	studies	appear	to	help	students	in	law,	for	example,	learn	complex	legal	theories	better	than	lectures,	but	can	we	prove	it?c.	 Involve	your	students	as	co-researchers.		Their	insight	is	valuable.		d.	 Seek	support	from	past	students.		Many	students	do	not	realize	the	effects	of	more	non-traditional	approaches	to	teaching,	i.e.,	inquiry-based	learning,	until	long	after	the	course	is	completed.e.	 Research	 does	 not	 end	 with	 data	 collection	 –	 analyze,	 write,	 consult,	 reflect,	 collaborate,	 and	 if	necessary,	collect	MORE	data.f.	 Draw	reasoned,	supported	conclusions.Seducing Your Editors: SoTL Writing Tips3Know Your Audience4.	 Learn	about	the	world	in	which	you	write.a.	 Be	wary	of	disciplinary	language	and	style	differences.		SoTL	is	unique	in	that	it	crosses	all	disciplinary	boundaries,	without	excuse,	without	apologies,	without	direction.		In	many	cases,	your	readers	will	not	already	know	what	you	are	telling	them.	b.	 Do	not	over-acronym.		There	is	no	need	to	shorten	common	(SC)	phrases	(P).		SC	words	or	P	will	only	confuse	your	reader,	who	may	not	be	familiar	with	well-known	disciplinary	jargon.c.	 Identify	appropriate	journals.		Read	them	–	learn	what	they	publish.		Review	the	author’s	and	reviewer’s	guidelines.		Ask	questions	when	you	are	unsure.		Know	your	audience.	Get Started5.	 Don’t	give	in	to	the	pressure	of	the	“first	line.”		a.	 Just	jump	in	with	what	you	already	know	–	a	review	of	the	literature,	a	title,	even	your	biography	–	just	start	writing.	b.	 Prepare	an	outline.c.	 State	your	hypothesis	or	question	at	the	very	start.d.	 And	write.		Re-write.		Rest.		Write.		Re-write.Review Your Writing6.	 Be	wary	of	first	impressions.		Mind	your	title	–	be	sure	it	is	not	too	long	or	too	short,	but	appropriately	reflects	the	paper’s	main	argument.		And	remember,	as	you	write,	your	title	is	not	set	in	stone.7.	 Always	 include	 an	 introduction	 and	 a	 conclusion.	 In	 your	 introduction,	 you	 can	 always	 demonstrate	 an	understanding	of	how	your	work	relates	to	past	literature	–	put	yourself	in	the	game.		And	in	your	conclusion,	summarize	your	main	points,	your	results,	what	your	reader	must	take	away	from	the	paper,	and	possibly	end	on	a	quote,	a	question,	or	a	future	area	of	interest.		Leave	your	reader	wanting	more.8.	 Use	headings	and	subheadings	to	help	with	organization.		You	can	always	remove	extras	if	they	aren’t	necessary	in	the	end.9.	 Find	out	what	citation	style	the	journal	uses,	and	adhere	to	it,	strictly.		The	Purdue	Online	Writing	Lab	(owl.english.purdue.edu/)	is	a	great	citation	resource.10.	 If	the	journal	requires	it,	include	an	abstract,	and	keep	it	short.11.	Wear	your	Sunday	best.		Your	paper	will	be	reviewed	by	national	and/or	international	scholars,	editors,	and	copyeditors	–	PROOFREAD	before	submitting.12.	 Share	your	drafts	with	your	colleagues	–	they	will	help	you	catch	errors,	misconceptions,	gaps	before	your	editor	does.13.	 After	writing	your	paper,	do	away	with	it	for	a	while	–	and	if	deadlines	permit,	a	long	while.		When	you	come	back	to,	read	it	from	the	perspective	of	someone	who	doubts	your	claims.And don’t worry: no one is an expert!4Feeding Your Friends: SoTL Reviewing TipsConfirm or Pass Along1.	 To	commit	or	not	to	commit	–	act	fast.a.	 Whether	you	agree	to	complete	the	review	or	not,	notify	the	editor.b.	 Admit	your	limitations.		The	editor	will	decide	whether	the	paper	is	better	reviewed	by	someone	else.c.	 If	you	cannot	meet	the	review	deadline,	decline	the	request.		d.	 Note	and	report	any	conflicts	of	interest.		This	includes	anything	that	might	unfairly	affect	your	view	of	the	manuscript,	either	positively	or	negatively.		Know Your Role2.	 Learn	your	mission,	and	know	your	role.a.	 Before	 reading	 the	paper,	 review	the	 reviewer’s	guidelines.	 	 If	 you	 receive	no	 instructions	and	are	unclear	about	your	role,	ask	for	more	information.b.	 If	 a	 rubric	 is	 provided,	use	 it.	 	 Review	 rubrics	 are	primarily	 used	 so	 that	 editors	 can	be	 sure	 their	reviewers	 comment	 on	 specific	 and	 desired	 criteria	 –	 for	 example,	 topic,	 relevance	 to	 the	 field,	methodology,	conclusion,	etc.		c.	 Remember,	 you	 are	 the	 reviewer,	 not	 the	 author,	 not	 the	 copyeditor,	 not	 the	 proofreader.	 	 Don’t	be	so	picky.		You	can	comment	on	the	writing,	but	don’t	make	your	decision	solely	based	on	a	few	grammatical	errors.	3.	 Be	constructive,	and	comment	on	the	good	and	on	the	bad.Find the Point4.	 Right	from	the	start,	look	for	the	point.		Is	the	topic,	research	question,	or	problem	clearly	stated?		a.	 Be	sure	you	know	the	paper’s	main	point	early	into	the	introduction.5.	 Is	there	reference	to	existing	literature	on	the	topic?a.	 Are	the	sources	current	and	relevant?b.	 Do	the	authors	cite	and	reference	their	sources?c.	 Do	the	authors	make	unreferenced	major	claims?Assess the Evidence6.	 Do	you	understand	the	argument,	position,	or	point?		And	if	so,	do	the	authors	use	the	right	type	of	evidence	to	support	their	claims?		a.	 If	the	manuscript	uses	a	study	to	support	an	argument	or	claim,	be	sure	to	look	for	any	ethical	problems	and	whether	the	authors	have	research	ethics	approval.		Also,	note	whether	the	authors	included	a	copy	of	the	study	instrument	or	questionnaire.57.	 Is	there	a	conclusion	or	summary?a.	 Are	the	conclusions	supported	by	the	evidence?		Make a Decision8.	 Make	a	decision	–	we	want	to	know	the	bottom	line.		Rather	than	discussing	your	opinions	and	forcing	the	editor	to	guess	your	overall	recommendation,	state	it	at	the	end	of	the	review.		a.	 Defend	your	decision.		9.	 Keep	it	confidential.		While	under	review,	the	manuscript	is	a	confidential	document.		Do	not	discuss	it	with	your	colleagues	without	permission	from	the	journal.Saving Face10.	 Remember,	most	of	us	are	not	taught	how	to	be	effective	peer	reviewers.		We	learn	to	review	by	imitation.		Do	not	bark	your	way	through	a	review.		Be	as	constructive	and	objective	as	you	can	lest	this	bruised	and	battered	author	becomes	your	future	SoTL	reviewer.11.	 Be	courteous	and	critical	and	kind.	 	And	start	on	a	good	note.	 	Authors	are	more	 likely	to	respond	well	 to	reviews	if	the	first	comment	they	read	is	positive.		Bury	the	bad	in	logic.		Try	not	to	annihilate	authors	–	good	ones	are	hard	to	find.12.	 Before	completing	your	review,	be	sure	to	review	tables,	figures,	and	citation	style.	 	Also,	comment	on	the	presentation	and	writing.		Though	these	issues	are	not	necessarily	deal	breakers,	they	are	fairly	important	to	the	revision	process.13.	 Number	your	comments.		This	helps	the	authors	when	responding	and	the	editors	when	reviewing	responses.	Be	sure	to	indicate	which	comments	relate	to	which	parts	of	the	paper.14.	 Don’t	get	personal.		Stay	focused	on	the	paper,	and	not	the	author,	and	not	your	own	research	or	publications.15.	 Send	your	review	in	on	time.		And	if	you	must	miss	the	deadline,	let	the	editors	know	in	advance.6Scholarship of Teaching and Learning:   A Staff Exploration of Reflexive LearningTeaching	and	learning	in	higher	education	is	in	crisis	as	economic	pressures	change	the	funding	models	of	many	universities.	 	 Staff	 development	 has	 been	 a	 growing	 concern	 internationally,	 with	 increasing	 pressure	 from	stakeholders	within	 the	 institution	and	beyond.	 	 	There	has	been	growing	demand	for	accountability	 from	the	government,	 students	and	employers.	 	As	a	 result,	 there	 is	 increasing	need	 for	effective	assessment	practices.	Support	has	come	from	grassroots	groups	such	as	POD,	SEDA	and	STLHE,	and	has	also	been	supported	by	government	through	bodies	such	as	HEA	in	England.		The	literature	shows	that	one	highly	effective	way	of	developing	is	through	reflexive	activities.		Scholarship	of	Teaching	and	Learning	(SoTL)	has	the	opportunity	to	provide	a	reflexive	activity	that	contributes	to	new	understandings	of	the	profession	and	of	the	individual	(Boyer,	1998).Criteria for Manuscript Review and Selection1.	 Contribution	to	scholarship	and/or	effective	or	innovative	practice(s)	in	higher	education.2.	 Presents	original	ideas	or	results	supported	by	evidence.3.	 Supported	by	existing	literature.4.	 Relevant	and	useful	to	the	intended	audience.5.	 Clear,	coherent,	and	well-written.Comments	for	the	author(s):Evaluation:	1.	 Accept	without	changes2.	 Accept	with	minor	changes3.	 Resubmit	with	major	changes4.	 Reject7Chocolate Exercise8ResourcesIntroductory ResourcesBoyer,	E.L.	(1990).	Scholarship reconsidered: Priorities of the professoriate.	New	Jersey:	The	Carnegie	Foundation	for	the	Advancement	of	Teaching.Glassick,	 C.E.,	 Huber,	M.T.,	 &	Maeroff,	 G.I.	 (1997).	 Scholarship assessed: Evaluation of the professoriate.	 New	Jersey:	The	Carnegie	Foundation	for	the	Advancement	of	Teaching.Hutchings,	P.	&	Shulman,	L.S.	(1999).	The	scholarship	of	teaching:		New	elaborations,	new	developments.		Change,	September/October,	1999,	10-15.Shulman,	L.S.	(1999).	Taking	learning	seriously.	Change,	July/August	1999,	10-17.Shulman,	L.S.		(2000).	Inventing	the	future.	In	P.	Hutchings	(Ed.),	Opening lines: Approaches to the scholarship of teaching and learning.		Menlo	Park,	CA:		The	Carnegie	Foundation	for	the	Advancement	of	Teaching.Other Useful ResourcesBass,	R.	(1999).	The	scholarship	of	teaching:	What’s	the	problem?	Inventio, 1(1).Randy	 Bass	 discusses	 the	 problem	 in	 teaching	 research.	 	 This	 article	 is	 a	 great	 resource	 to	 help	 writers	 and	researchers	learn	how	to	identify	problems	worth	exploring	and	solutions	worth	implementing.	McKinney,	K.	(2007).	Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling.		San	Francisco:	Jossey-Bass.Kathleen	McKinney	provides	practical	tips	on	how	writers	can	move	their	projects	forward,	and	from	there,	how	they	can	make	their	SoTL	projects	public.	She	includes	a	helpful	set	of	questions	on	“getting	started”	(p.	26-27)	and	spends	a	majority	of	the	book	answering	them	in	multiple	ways	along	with	questions	and	further	reading.Poole,	G.,	Taylor,	L.,	&	Thompson,	J.	(2007).	Using	the	scholarship	of	teaching	and	learning	at	disciplinary,	national	and	 institutional	 levels	 to	 strategically	 improve	 the	quality	of	post-secondary	education.	 	 International Journal for the Scholarship of Teaching and Learning,	1(2),	1-16.This	article	is	a	great	summary	of	the	important	elements	required	for	the	continual	improvement	of	post-secondary	education:	an	understanding	of	good	teaching	across	disciplines;	use	of	well-collected	data	to	inform	decisions	that	can	affect	change;	and	access	to	the	SoTL	projects	across	disciplines.9STLHE JournalsThe Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL)	CJSoTL	 is	 the	official	 journal	of	the	Society	for	Teaching	and	Learning	 in	Higher	Education.	 It	 is	an	open	access	online	journal	dedicated	to	publishing	quality	peer-reviewed	articles	and	essays	in	French	and	English	that	address	teaching	and	learning	interests	of	universities	and	colleges	across	Canada.	Website:	www.cjsotl-rcacea.caCollected Essays on Learning and Teaching (CELT)CELT	is	a	peer-reviewed	journal	which	accepts	submissions	from	STLHE	conference	presenters	wishing	to	publish	the	essence	of	their	workshops	and	concurrent,	round	table,	and	poster	sessions	in	essay	form	for	a	wide	readership	interested	in	teaching	improvement	practices	in	higher	education.	CELT	accepts	articles	in	both	English	and	French.	Website:	celt.uwindsor.caAnd others…To	find	journals	that	publish	articles	on	SoTL	from	a	variety	of	disciplines,	see	the	following	lists	of	general	SoTL	journals:University	of	Windsor’s	List:	www.uwindsor.ca/ctl/research-and-dissemination-opportunitiesUniversity	of	Waterloo’s	List:	cte.uwaterloo.ca/research_on_teaching_and_learning/index.htmlUniversity	of	Guelph’s	List:	www.tss.uoguelph.ca/resources/idres/periodicals.pdfIllinois	State	University’s	List:	ilstu.libguides.com/sotlState	University	of	New	York	–	Buffalo	State’s	List:	www.buffalostate.edu/orgs/castl/publish.htmlKennesaw	State	University’s	List:	www.kennesaw.edu/cetl/resources/journals.html

How to Feed Your Friends & Seduce Your Editors: Writing and Reviewing for SoTL

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How to Feed Your Friends & Seduce Your Editors: Writing and Reviewing for SoTL

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