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Improving Teaching and Learning through Classroom Research

Page history last edited by Nick 13 years, 4 months ago

Charlevoux, D. J., 2008: Improving teaching and learning through classroom research. Bulletin of the American Meteorological Society, 89, 1659-1664.

 

In this article, Donna Charlevoux discusses the importance of using the scholarship of teaching and learning (SoTL) within the atmospheric science community.  This SoTL involves faculty conducting research on their students' learning in the classroom.  The article mentions that when SoTL is used, the six standards for scholarly work that were outlined by Glassick, Huber, and Maeroff (1997) should be followed: clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique.  However to this point, SoTL has not been widely used in the atmospheric science community.

 

The author mentions that in an ideal world, this SoTL research would be done in collaboration between atmospheric science instructors and education researchers.  If teaching and learning objectives were examined with the objectivity of scholarly research, a good foundation would be provided upon which to base teaching practices.  Then faculty could build upon what has been found to be successful in the past through close collaboration with collegues. Additionally, this body of research would help out new faculty, and have the long-term effect of increasing faculty productivity.  Finally, this research could lead to the design of new curricula that is "learning driven - rather than contant driven" (1662).

 

The author concluded that it is necessary to remember that future success in atmospheric science (and other disciplines) is related to how well future scientists are trained.  The promotion of SoTL would go a long way to making sure this training is as beneficial as possible.

 

 

References cited:

 

Glassick, C. E., M. T. Huber, and G. I. Maeroff, 1997: Scholarship Assessed: Evaulation of the Professoriate. Jossey-Bass, 144 pp.

 

Contributed by N. Metz (10 November 2010)

 

 

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