Designing SoTL Studies—Part II: Practicality

Bartsch, Robert A.

doi:10.1002/tl.20074

Cited by 8 publications

(3 citation statements)

References 24 publications

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“…The academy, and in particular pharmacy education, must be vigilant in its pursuit of excellence within health science education and higher education at large. As such, we provide suggestions to potential authors and reviewers including some "do's and don'ts" (see references [7][8][9][10][11][12][13] ) to enhance the quality of future publications in the Journal.…”

Section: Introductionmentioning

confidence: 99%

Insights, Pearls, and Guidance on Successfully Producing and Publishing Educational Research

Persky

Romanelli

2016

American Journal of Pharmaceutical Education

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It is the collaborative responsibility of authors, reviewers, and editors to produce high-quality manuscripts that advance knowledge and educational practice. Experience with manuscript submissions to the American Journal of Pharmaceutical Education reveal several areas for improvement that authors can make to increase their submission success rate during the review process. These improvements include research question justification, improved clarity and details regarding methodology, concise data and results, and a discussion that frames research findings in the context of what is already known. This paper summarizes common flaws we see in submitted manuscripts and makes suggestions on how to address these areas and improve publication success.

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Section: Introductionmentioning

confidence: 99%

Insights, Pearls, and Guidance on Successfully Producing and Publishing Educational Research

Persky

Romanelli

2016

American Journal of Pharmaceutical Education

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“…However, it is challenging to identify true A/B courses where all factors (e.g., instructor, course content, librarian) are similar except for the variable being measured. Literature on SoTL recognizes this common limitation (Bartsch 2013). This is why the current study attempted to amplify the statistical power of the small population through the pre-post-test methodology, which allows for detecting how students change from before the study to after the study, rather than only comparing the pathfinder group to the pedagogical group.…”

Section: Methodsmentioning

confidence: 99%

Does course guide design impact student learning?

Stone

Lowe

Maxson

2018

College & Undergraduate Libraries

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Course and research guides are a common tool of teaching librarians, expanding the reach of instruction sessions. Traditionally these guides were designed in a pathfinder-style with lists of resources by type (e.g., websites, books, etc.). Guides can also be designed pedagogically, where the guide walks a student through the research process. This paper reports the results of a pilot Scholarship of Teaching and Learning (SoTL) A/B study that examined whether guide type had an impact on student learning. Results indicate students using the pedagogical guide may learn and retain Information Literacy concepts better than students using the pathfinder guide.

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“…This finding could be considered a study limitation because only students with this interest chose to participate. We do not know why students opted not to participate, but students have been shown to opt out of SoTL research opportunities if they lack the time (Bartsch, 2013) or do not understand the purpose of SoTL research (Felten et al, 2013). It is also possible that students who participated differed from non-participating students in the extent to which the prospect of SoTL research participation made them feel vulnerable.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Reconceptualizing participant vulnerability in Scholarship of Teaching and Learning research: exploring the perspectives of health faculty students in Aotearoa New Zealand

2023

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While the need to protect vulnerable research participants is universal, conceptual challenges with the notion of vulnerability may result in the under or over-protection of participants. Ethics review bodies making assumptions about who is vulnerable and in what circumstance can be viewed as paternalistic if they do not consider participant viewpoints. Our study focuses on participant vulnerability in Scholarship of Teaching and Learning (SoTL) research. We aim to illuminate students’ views on participant vulnerability to contribute to critical analysis of the role and processes of ethics review. Additionally, we aim to highlight the importance of seeking the views of participant communities, especially in research environments beyond ethics review’s medical origins. Thirty-four students from a health-related faculty at a university in Aotearoa New Zealand, participated in five focus groups. Participants discussed factors affecting their potential participation in research drawing upon a series of vignettes based on examples of published SoTL projects. Themes, generated using reflexive thematic analysis, built a participant-informed picture of vulnerability. Findings indicate that students do not generally consider themselves vulnerable and instead consider participation in SoTL research through an agentic lens. Students expect that participation will be voluntary, not negatively impact their grades, and not single them out so that others could judge them. Our study also highlights the value students place on relationships with one another and teaching staff and the implications these have for SoTL research participation and future professional practice. This research challenges research ethics committees to think further about vulnerability in the context of SoTL whilst highlighting the importance of providing opportunities for research participants more broadly to explore and vocalize their views as members of participant communities.

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Designing SoTL Studies—Part II: Practicality

Abstract: This chapter suggests solutions to common practical problems in designing SoTL studies. In addition, the advantages and disadvantages of different types of designs are discussed.

Cited by 8 publications

References 24 publications

Insights, Pearls, and Guidance on Successfully Producing and Publishing Educational Research

Insights, Pearls, and Guidance on Successfully Producing and Publishing Educational Research

Does course guide design impact student learning?

Reconceptualizing participant vulnerability in Scholarship of Teaching and Learning research: exploring the perspectives of health faculty students in Aotearoa New Zealand

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