How can Social Psychology Galvanize Teaching and Learning?

Gurung, Regan A. R.; Burns, Kathleen C.

doi:10.1002/9781444395341.ch1

Cited by 4 publications

(4 citation statements)

References 81 publications

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“…We need to work harder to take basic research in relevant areas and to apply it to teaching and learning. For example, cognitive psychologists and social psychologists are nicely taking theoretically driven lab work and are applying it to the classroom (Bjork & Bjork, 2011;Gurung & Burns, 2011). Going beyond this call for theory is the need to situate all the myriad studies of pedagogical research in a common context.…”

Section: Additional Considerationsmentioning

confidence: 99%

Benchmarks for scholarly investigations of teaching and learning

Wilson-Doenges

Gurung

2013

Australian Journal of Psychology

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The scholarship of teaching and learning (SoTL) is a growing and vibrant field, and with that growth has come some serious reflection on the models we use to conduct SoTL and the robustness of these models. Unfortunately, there is no clear-cut set of benchmarks for robust research. In this article, we identify a continuum of SoTL and demarcate aspirational benchmarks. Whereas qualitative and quantitative data and methods all have a place in SoTL, psychological science provides gold standards of design and analysis. We advocate for similar SoTL standards that are theory based and intentionally designed using the best models for methodological and statistical rigor.

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Section: Additional Considerationsmentioning

confidence: 99%

Benchmarks for scholarly investigations of teaching and learning

Wilson-Doenges

Gurung

2013

Australian Journal of Psychology

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“…work and are applying it to the classroom (Bjork & Bjork, 2011;Gurung & Burns, 2011), though such work to date has primarily been published as book chapters. The volume of work currently conducted in the classroom and the potential for psychology to make even greater contributions led to the launch of STLP.…”

mentioning

confidence: 99%

“…We need to work harder to take basic research in relevant areas and apply it to teaching and learning. For example, cognitive psychologists and social psychologists are nicely taking theoretically driven lab work and are applying it to the classroom (Bjork & Bjork, 2011; Gurung & Burns, 2011), though such work to date has primarily been published as book chapters. The volume of work currently conducted in the classroom and the potential for psychology to make even greater contributions led to the launch of STLP .…”

mentioning

confidence: 99%

Editorial.

Gurung¹,

Landrum²

2015

Scholarship of Teaching and Learning in Psychology

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Psychology is well positioned, if not optimally situated, to contribute to the study of teaching and learning. Psychological science's diverse methodologies provide the perfect tools to capture the complexity of learning, and psychological theories already feature in much of the scholarship of teaching of learning. We are excited to welcome you to a new additional venue for research on teaching and learning in this first issue of Scholarship of Teaching and Learning in Psychology (STLP). Our mission is to leverage psychological science to provide resources that integrate research, theory, and practice to benefit high school, community college, college, and university educators and their students. STLP provides a valuable resource in spreading the word about an academic, scholarly approach to understanding teaching and learning.The focus on the theoretical underpinnings of how we learn, the intentional, systematic, modifications of pedagogy, and assessments of resulting changes in learning, are collectively defined as the scholarship of teaching and learning (SoTL;Gurung & Landrum, 2014). SoTL is a valid, effective practice with benefits to students, instructors, and institutions (Hutchings, Huber, & Ciccone, 2011). The field of psychology appears to recognize SoTL better than higher education as a whole (Gurung, Kerns, Ansburg, Alexander, & Johnson, 2008;Huber & Hutchings, 2005), although there is still a long way to go. We trust that having a dedicated American Psychological Association (APA) journal about SoTL will go a long way in making SoTL a valid pursuit to a wider audience. We hope to feature best practices on conducting SoTL and showcase novel designs and analyses to advance such work. Many recent developments situate this new launch. For example, the International Society for Scholarship on Teaching and Learning (ISSoTL) has also launched a new journal, Teaching and Learning Inquiry, and just celebrated its 10th anniversary. Within psychology, the Society for the Teaching of Psychology (Division Two of the American Psychological Association) has conducted writing workshops on SoTL and has also instituted new SoTL research grants.As we move into the third decade since Boyer reconsidered scholarship (1990), there are a number of key directions SoTL practitioners need to go (Gurung & Schwartz, 2010). Foremost of these is the need for better and more integrated theoretical work. STLP can be the hub for this research. Hutchings (2007) noted that "the role of theory in the scholarship of teaching and learning as the elephant in the room" (p. 1). We need to work harder to take basic research in relevant areas and apply it to teaching and learning. For example, cognitive psychologists and social psychologists are nicely taking theoretically driven lab

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“…Empirical research on pedagogy, teaching, and learning is referred to as Scholarship of Teaching and Learning (SoTL; see Irons & Buskist, 2008;Pan, 2009;Smith, 2008). SoTL is best described as intentional, systematic reflection on teaching and learning that results in peer-reviewed products made public (Gurung & Burns, 2011). Scholarly teaching occurs when a teacher intentionally and systematically reflects on and modifies his or her teaching (Richlin, 2001).…”

Section: Critical Definitionsmentioning

confidence: 99%

Consuming scholarship of teaching and learning: Using evidence-based pedagogy ethically.

Gurung¹

Teaching Ethically: Challenges and Opportunities.

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Picture this. You just read a research article in your disciplinary area that inspires you to significantly change what you do in the classroom. You think it will help your students perform better. You implement the new technique in one section of your course (and not the other). At the end of the semester, you scan student evaluations to see if students liked the new approach, and you examine the grade distribution for changes in student performance from previous semesters. Is there anything wrong with this picture? It all depends on what safeguards you put in place, how much attention you paid to the modification of your class, and whether there were significant differences in performance. What if one class did worse than the other (either the class in which you implemented your new technique or the one in which you did not)? How will you know if your intervention helped?There are at least four major areas in which ethics plays a role in teaching: (a) ethical considerations for classroom pedagogy or course design, (b) faculty-student interactions, (c) the use of pedagogical research, and (d) conducting pedagogical research or the Scholarship of Teaching and Learning (SoTL; covered in depth in Chapter 2, this volume). Many faculty conduct SoTL research, and still more faculty strive to use SoTL to change how they teach and how their students learn (Gurung,

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How can Social Psychology Galvanize Teaching and Learning?

Cited by 4 publications

References 81 publications

Benchmarks for scholarly investigations of teaching and learning

Benchmarks for scholarly investigations of teaching and learning

Editorial.

Consuming scholarship of teaching and learning: Using evidence-based pedagogy ethically.

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