This document summarizes a workshop on demystifying the research process. The workshop covered various topics related to conducting research on teaching and learning, including reflective practice, action research, publishing research findings, and the academic writing process. Participants engaged in exercises to identify a research question related to their teaching and potential ways to collect evidence to address that question. The workshop aimed to provide tools and frameworks to help participants undertake the scholarship of teaching and learning.

1. DEMYSTIFYING THE RESEARCH PROCESS
23 July 2020Dr Catherine O’Mahony, CIRTL, UCC

2. Office of the Vice-President for Learning & Teaching
Centre for the
Integration of
Research, Teaching &
Learning
Centre for Digital
Education
Centre for
Adult Continuing
Education
Centre for Continuing
Professional
Development
Examination Appeals
Office
❖enact a strategic and coordinated approach to professional
development for all staff and students who support
learning
❖demonstrate leadership and innovation in advancing
teaching and learning scholarship
❖promote teaching and learning enhancement across the
University, nationally and in international spheres of
influence.
❖strengthen connections with current students in UCC,
CIRTL alumni, L&T committees and other relevant offices
and centres
Staff
Professional
Development
Learning
Spaces
Flexible
Learning
Quality
Enhancement
Community
engagement
through the
curriculum
Research
Based
Teaching &
Learning
CIRTL
Language Centre

3. Workshop overview
1: Icebreaker: Finding inspiration
2: Research frameworks
3: A ‘kind of’ Action Research
4: Going public

4. Workshop etiquette
Keep microphone muted when you are
not speaking.
Start your comment or question by
stating your name.

5. Where do your teaching
ideas come from?
(respond orally)
EXERCISE

6. Collaborative non-
accredited (informal)
Unstructured non-
accredited (non-formal)
Structured non-accredited
(non-formal)
Accredited (formal)
Typology of Professional Development activities
→ Conversations with colleagues, peer networking,
peer observations, online blogs/discussion forums
→ Reading articles, following social media, self-
study, watching video tutorials, keeping a
reflective teaching journal/portfolio, preparing an
article for publication
→ Workshops, seminars, MOOCs, conferences,
summer schools, structured collaborative projects
→ Professional Certificate, Graduate Diploma,
Masters, PhD, EdD in: Teaching and Learning,
eLearning, Leadership in Education; Education Policy
National Forum, 2016

7. Reflective practice
“one’s ability to identify a problem or issue,
reflect or think about it, and make a decision
about a solution is a key ingredient to
becoming an excellent teacher”
Reynolds et al, 2004
Thinking, feeling, reflecting, and
acting on an experience
→what worked?
→what didn’t work?
→why am I feeling this way?
→what could I have done
differently?
Jeffs, 2015

8. Four interconnected
lenses necessary for work
on becoming reflective
practitioner
1. self-lens or
autobiography
2. the lens of students
3. the lens of peers
4. the lens of the
research literature.
Brookfield, 2005

9. Begins with a question about
some aspect of learning
Carry out literature review
and design an intervention
Trial intervention;
Systematically collect,
analyse & interpret data.
CHECKLIST
✓ Inquiry is focussed on student
learning,
✓ Systematic; Uses rigorous and
appropriate research methods,
✓ Results in information that is
shared and critiqued publicly,
✓ Grounded in context
✓ Conducted in partnership with
students
www.centerforengagedlearning.org/studying-engaged-
learning/what-is-sotl/
Felten, 2013

10. DART Framework (Kerns et al, 2015)

11. PUBLISH
Obtain feedback
through peer
review
Present
results
Reflect on and
discuss student
learning
Modify
pedagogy
Assess
pedagogy
Draw on and
contribute to
laboratory- and
classroom-
based research
KNOWLEDGE
ABOUT TEACHING
AND LEARNING
WHAT IS
SoTL?
The
SCHOLARSHIP
of TEACHING &
LEARNING
Spivey, 2016

12. What is your burning
question in relation to
your teaching
or student learning?
(5 minutes)
EXERCISE

13. WHAT WORKS?
Inquiry into the effectiveness
of teaching practices and
pedagogical approaches
Do students learn more when
they have to teach the content
to their peers than when they
only have to summarize it for
their own use?
Do students demonstrate more
mastery of content in a flipped
class than they do in a lecture-
only class?
Hutchings, 2000
www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/

14. WHAT IS?
Descriptive inquiry about
students’ learning, prior
knowledge, problem
encountered in classroom, etc.
What prior writing knowledge
do my students bring to my
first-year writing course?
What characteristics do
literature classes, which require
pre-reading in preparation for
classroom discussions, share
with video-based flipped
classes?
Hutchings, 2000
www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/

15. VISIONS OF
THE POSSIBLEInquiry focused on what might
be.
What would happen if I used a
Reacting to the Past game to
help students understand the
social-political context of
ancient Greece?
How might a systematic
reflection activity completed
when I return graded work
prompt students to apply the
feedback they receive to future
class assignments?
Hutchings, 2000
www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/

16. NEW
CONCEPTUAL
FRAMEWORK
Models and frameworks that lead to
new inquiry questions.
What themes emerge from studies
on reflection that might help us
understand students’ development
of metacognitive awareness?
What might systematic analysis of
student bottlenecks tell us about
troublesome knowledge in the
discipline?
Hutchings, 2000
www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/

17. Where does your
question sit in the SOTL
research taxonomy?
(2 minutes)
EXERCISE

18. The new
Scholarship (of
Teaching and
Learning) implies
a ‘kind of’ action
research
“
”Donald Schön, 1995

19. www.universiteitleiden.nl/en/dossiers/vision-on-teaching-and-learning/students-
as-partners/stap-and-action-research

20. What evidence could you
collect in response to
your burning question?
EXERCISE

21. Classroom Assessment Techniques
→ quick and easy formative evaluation
methods to check student understanding.
→ They provide information that can be used
to modify/ improve course content, adjust
teaching methods, and, ultimately improve
student learning.
Angelo and Cross, 1993

22. Review the 7 CATS listed in
Section 1: “Assessing Prior
Knowledge….”.
Which could you use to
respond to your burning
question?
EXERCISE

23. Research Ethics in Teaching & Learning
www.ucc.ie/en/cirtl/ethicsinlearningteachingresearch/
Fedoruk, 2017

24. Academic
Writing
Active
Reading
Procrastination
& writer’s block
Development
of argument
Academic
voice
Intertextuality
Being
critical
Summarising,
paraphrasing,
direct
quotation
Structure
and
sequence

25. Characteristics of a good paper
What does it say?
• New ideas
• Innovative examples
• Robust research findings /
evidence
• Application to a new area
• New models / frameworks
• Informative literature review
• Practical advice
How is it written?
• Coherent argument
• Awareness of the
context of the work
• Clear aims
• Well structured and
written
• Easy to understand
• Clear conclusion
Source: Based on Edinburgh Napier (2012)

26. Abstract structure
• Gives a clear summary of what study is about
• Includes brief rationale
• States aim – avoid several
• Gives details on sample/participants - number, sector
• Says where research took place and when
• Summarises method used
• Gives some specific findings
• Possibly includes limitations
• Gives implications/recommendations for policy/practice

27. What
reviewers
look for
• Clarity, coherence, well-written
• Thoroughness
• Research method
• Appropriateness to the journal
• A unique contribution
• Advancement of knowledge
• Importance of subject
• Generalisability and validity of results
• Timeliness

28. Ten most common reasons for editors
rejecting a manuscript
1. Author guidelines not followed
2. Not thorough
3. Bad writing: clarity and style
4. Subject of no interest to readers
5. Poor statistics, tables, figures
6. Old subject / manuscript
7. Unprofessional appearance
8. Title of manuscript
9. Too simple - ‘reporting’
10.Written at the wrong level
Source: Noble (1989)

29. Writing myths
• “Readiness” – I should write when I feel ready.. But you may
never reach that point.
• “Clarity” – I should wait until it is all clear in my head first.. But
this isn’t how writing works. Writing helps clarify your thinking
• “Time” – I need a whole day or week to write.. But may never
get that block of time.
‘Turbocharge your Writing’ (Kerns and Gardiner, 2011)

30. What can I write about?
Context/Background
• My research question is.. (50 words)
• Researchers who have looked at this subject are.. (50 words)
• They argue that.. (25 words)
– Smith argues that.. (25 words)
– Brown argues that.. (25 words)
• Debate centres on the issues of.. (25 words)
• There is still work to be done on.. (25 words)
• My research is closest to that of X in that.. (50 words)
• My contribution will be.. (50 words)
Source: (Rowena, 2009, p.211)

31. Writing tips
Snack writing – short regular writing sessions 1-2 hours a day for
postgraduate students or 45-90 minutes per day for researchers
But snack writing is not time for
–Editing – finding perfect word or fixing grammar
–Reading journal articles – write first and read afterwards
–Referencing – just make short note of reference and check it
later
–Formatting, literature searching etc
Writing means putting new words on the page or
substantially rewriting existing words.
‘Turbocharge your Writing’ (Kerns and Gardiner, 2011)

32. Writing process
• Think about audience
• Write to journal specifications i.e. length of article
• Plan and structure
• Brainstorm and Mindmap
• Think as you go (I don’t know what I think until I’ve written it)
• Draft and re-draft
• Use the same material in different ways
Source: Based on Brown (2012)

33. The publication process
1. Submit manuscript.
2. Review period takes 3-4 months.
3. Outcome:
–accept with no revisions;
–conditional acceptance, based on minor revisions;
–reject with a recommendation that the author consider a
rewrite and resubmission; and
–outright reject.
4. Editor sends a final decision letter along with the anonymous
reviewers’ comments to the author.
5. Edit/review.
6. Submit final draft.
Source: (Rocco, Hatcher, & Creswell, 2011, p. 22)

34. 1. Identify what currently shapes your approach to
teaching
2. Distinguish between Scholarly Teaching and the
Scholarship of Teaching and Learning
3. Indicate which of the four SoTL inquiry types
your question sits under.
4. Critique the usefulness of a chosen formative
evaluation technique in relation to your question.
5. Describe the academic publication process.

35. WORKSHOP FEEDBACK
1: one thing you
that really
resonated with you
2: one thing that is
still unclear (the
muddiest point)

36. CKB02: PG CERTIFICATE IN TEACHING & LEARNING (ONLINE)
Academic staff
Researchers
Clinical staff Centre Managers
Library staff
Central Admin
Research support staff
Number of registered participants in
accredited courses at CIRTL
0
20
40
60
80
100
120
140
160
180
PG Certificate PG Diploma Masters
Language teachers
70% of academic staff in
UCC have a Teaching &
Learning qualification.www.ucc.ie/en/ckb02/ www.ucc.ie/en/cirtl/

37. 37
CONTACT DETAILS
Catherine O’Mahony
Centre for Integration of Research, Teaching & Learning
University College Cork, Ireland
catherine.omahony@ucc.ie
@cath_omahony

38. 38
REFERENCES
Angelo, T.A. and Cross, K.P. (1993) 50 Classroom Assessment Techniques. Available
at:https://vcsa.ucsd.edu/_files/assessment/resources/50_cats.pdf
Brookfield, S. (2005) Using the Lenses of Critically Reflective Teaching in the Community College Classroom.
New Directions for Community Colleges, 118, pp. 31-38. Available from
https://beedie.sfu.ca/assets/files/PDF/faculty-portal/Teaching@Beedie/Critically-Reflective-Teaching-2.pdf
Center for Engaged Learning (2012) Asking Inquiry Questions. Center for Engaged Learning, Elon University.
https://www.centerforengagedlearning.org/studying-engaged-learning/asking-inquiry-questions/
Center for Engaged Learning (2012) What is SoTL? Center for Engaged Learning, Elon University.
www.centerforengagedlearning.org/studying-engaged-learning/what-is-sotl/.
CIRTL (2020) Scaffolding Learning. Learning Enhancement Short Guide #2.
https://www.ucc.ie/en/cirtl/resourcesforstaff/shortguides/shortguide2scaffoldinglearning/
CIRTL (2020) Ethics in Learning & Teaching Research. Available from
https://www.ucc.ie/en/cirtl/ethicsinlearningteachingresearch/
Fedoruk, L. (2017). Ethics in the scholarship of teaching and learning: Key principles and strategies for ethical
practice. Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching
and Learning at the University of Calgary. www.ucalgary.ca/taylorinstitute/guides
Felten, P. (2013) Principles of Good Practice in SoTL. Source: Teaching & Learning Inquiry, 1, 1, pp. 121-125.
Hutchings, P. (2000) Introduction: Approaching the scholarship of teaching and learning. In Pat Hutchings
(Ed.), Opening lines (pp. 1-10). Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.

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REFERENCES
Jeffs, C.L. (2015) Taking the time to reflect: Reflections on a reflective practice workshop. Available from:
http://connections.ucalgaryblogs.ca/2015/10/30/taking-the-time-to-reflect-reflections-on-a-reflective-practice-workshop
Kern, B., Mettetal, G., Dixson, M.D. and Morgan, R.K. (2015) The role of SoTL in the academy: Upon the 25th
anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship for Teaching and Learning, 15, 3,
pp. 1-14. Available from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/13623/25313
Kerns, H. and Gardiner, M. (2011) Turbocharge your writing today. Nature, 475, pp. 129-130. Available from
https://www.nature.com/articles/nj7354-129a
National Forum (2016) Typology of Professional Development activities. Available from
www.teachingandlearning.ie/wp-content/uploads/NF-2016-National-Professional-Development-Framework-for-all-Staff-Who-
Teach-in-Higher-Education.pdf
Reynolds, C., Labissiere, Y., & Haack, P. (2004) Developing reflective practice in teaching assistants through
electronic portfolios. Journal of Faculty Development, 20, 37-44.
Schön, D. (1995) The new scholarship requires a new epistemology. Change, 27, 6, pp. 27-34. Available from
http://bonner.pbworks.com/w/file/fetch/110068087/Schon%20New%20Epistemology.pdf
Spivey, V.B. (2016) What is SoTL? Art History Resources. Available from
http://arthistoryteachingresources.org/2016/01/what-is-sotl/
Teaching and Learning (2020) Students as Partners & Action Research. University of Leiden. Available from
www.universiteitleiden.nl/en/dossiers/vision-on-teaching-and-learning/students-as-partners/stap-and-action-research