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2013-2014 Jeremy McCallum

Jeremy McCallum, Chemistry and Biochemistry

Name, Location, and Date of the Event
International Society for the Scholarship of Teaching & Learning (ISSOTL) Conference, October 2- 5, 2013 in Raleigh, NC

Nature/Type of the Event
ISSOTL is a multidisciplinary, international community of scholars that convenes to share evidence-based insights and theoretical frameworks that enhance our understanding of student learning and ultimately guide teaching practices throughout post-secondary education.

Relevance of the Event for Applicant's Teaching and LMU Community, the Applicant's Involvement in the Event, and Expected Learning or Outcome
For several years, I have been collaborating with other faculty across campus on a project that aims to improve students’ problem-solving skills as well as finding ways to measure those skills in a STEM context. We are currently supported by an NSF award and are eager to share our results and methodology with other faculty. Along with Jeff Phillips and Kathy Clemmer, I am scheduled to present a poster of our results as well as a lead a 90-minute workshop on the instructional and research methodology of our project. We are optimistic that the interdisciplinary nature of our project will be well received at a professional society such as ISSOTL. Receiving feedback from a wide range of faculty from various disciplines will also help us improve our project, and therefore aid our students. Along with disseminating our results, attending a multi-disciplinary, conference such as this one can give us new ideas on teaching and assessment.

Travel Report

I attended the International Society for the Scholarship of Teaching & Learning (ISSOTL13) Conference on October 3-5, 2013 in Raleigh, NC. ISSOTL is a multidisciplinary, international community of scholars that convenes to share evidence-based insights and theoretical frameworks that enhance our understanding of student learning and ultimately guide teaching practices throughout post-secondary education.

For several years, I have been collaborating with other faculty across campus on a project that aims to improve students’ problem-solving skills as well as finding ways to measure those skills in a STEM context. Jeff Phillips, Kathy Clemmer, and I presented a poster of our results and led a 90-minute workshop on the instructional and research methodology of our project (link to program). We were interested in receiving feedback on our problem solving process and how we utilize think-alouds to study, measure, and improve problem-solving skills. We were very pleased with the fruitful discussions and feedback we received at the poster session and during the workshop.

The conference was attended by scholars from a wide range of fields. This proved to be a benefit but also somewhat of detriment. There were many interesting talks about global issues related to SOTL work, but few sessions focused on SOTL in the sciences. One particular talk, however, by Matt Fisher at Saint Vincent College, did address our theme of think-alouds in respect to the sciences. This was the most valuable talk for me personally as I was able to make a new connection with a faculty member interested in think-aloud SOTL work in chemistry.  Overall, this was a valuable conference promoting cross-disciplinary conversations and facilitating the collaboration of scholars supporting SOTL work.

Poster and Workshop