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| Preface | |
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| Acknowledgments | |
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| What Is Pedagogical Research? | |
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| Multidisciplinary Roots of Pedagogical Research | |
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| Examining Definitions of Scholarship | |
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| The Other SoTL: Action Research and Teacher Research | |
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| Beginnings | |
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| Why Is Pedagogical Research Important? | |
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| A Teaching Hierarchy | |
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| A Caveat | |
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| How Can Pedagogical Research Be Useful to You? | |
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| Pedagogical Research: Focussing on the Teaching | |
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| Assessing Our Teaching Effectiveness | |
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| What Can We Learn from the “Best” College Teachers? | |
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| Creating your Teaching Philosophy Statement | |
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| How Do I Teach? | |
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| Using Teaching Inventories | |
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| Determining Your Teaching Goals | |
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| Assessment Tools | |
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| Alternative Classroom Assessment Techniques | |
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| Teaching Portfolios | |
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| Learning to Conduct Pedagogical Research: How to Get Started: Designing Your Pedagogical Research Program | |
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| Developing Your Research Ideas and Questions | |
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| Focus on Student Learning: Connecting Your Learning Goals, Assessment Choice, and Teaching Technique | |
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| Applying the Findings of Your Pedagogical Research: Using General Principles of Learning to Making Changes to Your Teaching Strategies | |
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| Sharing Your Findings and Connecting with Others in the Field | |
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| Conclusion | |
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| Appendix: Examples of Discipline-Specific SoTL Journals | |
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| Pedagogical Research: Focussing on Learning | |
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| What Do You Want to Find Out? | |
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| What Do We Know about How Students Learn? | |
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| Student Engagement: If You Engage Them, They Will Learn | |
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| How Can You Investigate Your Students’ Learning? | |
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| How Do Students Study? | |
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| Metacognition | |
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| Measuring Study Behaviors | |
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| Can You Improve Study Skills? | |
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| Key Psychological Factors Influencing Learning | |
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| Designing Your Research: How Do You Study Your Students’ Learning? | |
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| Measuring How Performance on Your Assessments Vary | |
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| Guidelines for Human Research Participants in SoTL | |
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| A Further Note on Ethics | |
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| Conclusions | |
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| Appendix: Questions on How to Make Cognitive Research Available to Educators | |
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| Is It Significant? Basic Statistics | |
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| Why Do We Need to Analyze Our Classroom Data? | |
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| Qualitative or Quantitative? That Is the Question | |
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| Setting the Stage: Important Background for Measurement and Analyses | |
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| Two Main Forms of Statistical Analyses: Descriptive Analyses | |
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| Watching Your Curves | |
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| Inferential Statistics | |
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| Software Options | |
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| Calculating Descriptive Statistics | |
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| Calculating Inferential Statistics | |
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| Kicking It Up a Notch: Testing Multiple Factors | |
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| Conclusions | |
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| Pedagogical Research as Scholarship: Resources for Success | |
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| Developing a Center with a Focus on SoTL | |
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| Determining Needs on Your Campus | |
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| Determining Your Goals: What Is the Purpose of the Center? | |
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| Guiding Principles when Creating a New Center | |
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| Creating Programming Initiatives to Achieve Your Goals | |
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| Mentoring Programs | |
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| SoTL and Tenure and Promotion | |
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| The Role of Assessment | |
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| Sources for SoTL Support or Funding | |
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| What Else Is Available through Faculty Development Centers? | |
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| Potential Challenges Identified by Those Who Have Come Before You | |
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| Appendix: Useful References | |
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| References | |
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| Index | |