Scholars of Studying Teaching Collaborative: A Cross-Disciplinary Initiative to Improve Our Practice as University Instructors

Session Submission Type: Symposium

Abstract

Self-study can provide valuable insight into one’s practice and, therefore, has the potential to transform and enrich one’s work as well as his/her students’ learning. In the Fall of 2010, 12 university instructors were competitively selected to join the Scholars of Studying Teaching Collaborative (SOSTC). The purpose of this initiative was for each member to design and implement a unique self-study project of their university teaching with the intent of improving their practice and engaging in critical reflections of their pedagogy. The initiative provided a context for collaboration and learning and lasted for a full academic year. The group is comprised of university instructors from different disciplines. In this session we describe five of these studies.

Sub Unit

• SIG-Self-Study of Teacher Education Practices

Chair

• Cheryl J. Craig, University of Houston

Papers

• A Teacher Educator’s Efforts to Develop Thoughtfully Adaptive Teachers - Seth A. Parsons, George Mason University

• What Does This Have to Do with Teaching? Writing Personal Narratives in Teacher Preparation - Ilham Nasser, George Mason University

• Please Write: A Self-Study of Using the Pedagogy of Letter Writing - Anastasia P. Samaras, George Mason University

• Sustaining Mathematics Professional Development Partnerships: A Self-Study to Examine the Roles of School-University Partners - Jennifer M. Suh, George Mason University

• Inquiry-Based Instruction in a Secondary Mathematics Methods Course: A Catalyst for Faculty and Course Development - Toni M. Smith, American Institutes for Research

Discussant

• Cheryl J. Craig, University of Houston