Valerie O’Loughlin, HAPS President 2013-2014
President’s Initiative 2013-2015: Expanding A&P Educational Research in HAPS
Valerie O’Loughlin’s President’s Initiative to expand A&P Educational Research is designed to:
1) inform HAPS membership about methodical ways of assessing teaching and learning effectiveness,
2) introduce members to the scholarship of teaching and learning,
3) showcase exemplary educational research efforts of our members, and
4) ultimately have HAPS serve as an example for producing rigorous A&P educational research projects.
The ultimate goal is to make HAPS members more knowledgeable about educational research by providing them with the tools and knowledge needed to design, implement, and publish A&P educational research studies.
Thanks to the generous support of our 2013-2015 President’s Initiative sponsors!
Valerie has completed the following:
1) Developed a professionally-edited multi-part video series entitled “A How to Guide for Developing a Publishable Scholarship of Teaching and Learning Project”. The first video is open access, while the other videos are accessible only to HAPS members (yet another benefit of HAPS membership!)
Part 1: Introduction to Educational Research and SOTL
Part 2: Developing a Clear Research Question and Reviewing the Educational Research Literature
Part 3: Determining Appropriate Methods of Assessment
Part 4: Obtaining Human Subjects (IRB) approval, Collecting and Analyzing your Data
Part 5: Presenting and Publishing your Educational Research
2) Valerie worked with our sponsors and partner organizations to invite well-renowned update speakers with an educational research focus for the HAPS 2015 Annual Conference in San Antonio:
Jose Bowen (author of Teaching Naked, he discusses how technology used outside the classroom can allow for authentic face-to-face interaction in the classroom )
Peggy Van Meter (metacognition and learning theory)
Peter Ward (qualitative educational research methods)
Mark Terrell (overview of A&P educational research)
Dee Silverthorn (implementing multi-institutional educational research projects)
3) HAPS members were encouraged to present workshops at the HAPS 2015 Annual Conference that focused on educational research and assessment. Among these workshops were:
- A "how to” guide for how to develop a publishable scholarship of teaching Project - Valerie O'Loughlin
- Bloom's taxonomy - a way to determine cognitive level of course materials when used correctly - Janet Casagrand
- Rational Course Design - Wendy Riggs
- Using embedded common finals to promote learning and an assessment culture - Abass Abdullahi
- An integrative Approach to Course Assessment and Feedback - Nahel Awadallah
- The Importance and Benefits of Low-stakes Online Practice Exams for Student Success in A&P classes - Peter
- Its Time to Start Using the HAPS Comprehensive A&P Exam - We Will Show You How and Why - Members of the
- Beyond the Hype: Three Types of “Must-Have” Data - Holly Houtz
- Increasing student motivation using assignments and grading schemes that foster "Hope and Grit" - Kevin T. Strang
- Validating and norming assessment rubrics - Margaret Weck
4) Valerie developed a 1-credit hour HAPS-Institute course, Introduction to Educational Research Methods, first offered in late Spring 2015.
Link to the syllabus
Course Description: This course is for college level instructors who want to become more familiar with basic educational research methods. Participants will learn about metacognition, how people learn, the basics of quantitative versus qualitative educational research methods, how to search the educational literature database, the scholarship of teaching, and will develop a foundation for implementing classroom research and assessment. Participants will learn the material through directed readings, online weekly synchronous discussion forums, and face-to-face instruction at the HAPS 2015 meetings (or additional online reading/assignment component, should the participant not be able to attend the HAPS 2015 conference). In addition, participants will apply the information they have learned in the independent development of an educational research question they want to examine in their own classroom.