Preparing Scholars of Teaching and Learning Using a Model of Collaborative Peer Consulting and Action Research.

The Scholarship of Teaching and Learning (SoTL) Fellows Program at Southeast Missouri State University supports an annual cohort of 10 faculty Fellows to evaluate, through individual research projects, the effect of teaching on student learning of two or more of the university’s General Education objectives. Designed around practical action research and collaborative peer consulting, the SoTL Fellows Program creates a multidisciplinary community of peers who meet approximately monthly (seminar schedule included). Subgroups within the seminar address sequenced questions about research processes and then collaboratively consult with one another as they apply the research processes to their specific projects. The Fellowship year culminates in a presentation of project findings to the University community. The Program is well supported by the Administration. Fellows receive up to $1500 for research and travel. Analysis of 3 cohorts of Fellows showed that 66% of the projects had clear results showing enhanced student learning. The surveyed Fellows affected over 4500 students in 100 courses. Most of the projects emphasized a new teaching approach, new curriculum materials, integrated applications, and active learning. Fifteen projects were presented at conferences and 7 were published in peer reviewed journals to date. Participation in the SoTL Fellows Program is viewed positively in promotion and tenure decisions, with Fellows reporting a variety of intrinsic rewards as well. As a comprehensive regional university already committed to the Teacher Scholar model in its tenure and promotion processes, Southeast Missouri State University (Southeast) has deeply supported that commitment by initiating, funding, and continuing a faculty development opportunity called the Scholarship of Teaching and Learning (SoTL) Fellows Program. Now in its fifth year (2009-2010), the SoTL Fellows Program has three main goals: to improve student learning, to strengthen faculty skills and dossiers in the scholarship of teaching and learning, and to develop and reward a community of faculty members with expertise in the scholarship of teaching and learning. In addition, this program facilitates the incorporation of learning objectives from our general education program into courses that might not otherwise deliberately address such objectives. Faculty members selected for participation in the year long-program are called “SoTL Fellows.” The Southeast SoTL Fellows program is centered on action research projects proposed by the SoTL Fellows. Fellows attend a seminar structured around a practical model of action research (Mills, 2003). Using a sequenced set of open-ended questions about the research process, small groups of Fellows and program leaders (designated “SoTL Associates”) consult with each other during seminar time using a process we call “collaborative peer consulting.” This method of peer consulting is used to help the Fellows develop and shape their projects, interpret findings, and prepare presentations. In this paper we will situate our program in the context of SoTL concepts and projects elsewhere, describe our program, and report results of a study of the first three cohorts. Background