New Version of 2

To apply to be a Scholar, please describe your SoTL work-in-progress in 750 to 1,250 words, by responding to the following five questions:

1) What is the central question, issue, or problem you plan to explore in your proposed work?

What common stasis points seem to emerge in the weekly CIQ (a formative assessment tool), and how can teachers begin to use a recognition of these patterns to engage in candid and productive dialogue and interaction with students about course goals, content, and approaches?

2) Why is your central question, issue, or problem important to you and to others who might benefit from or build on your findings? Please note that the goal of the scholarship of teaching and learning is not simply to improve your own teaching, but also to contribute to the practice and profession of teaching more broadly.

Reflection and critical reflection are catch words in education generally. But we know too little about how teachers and students create, interpret, and interact through reflection generally and specifically through the kinds of on-the-spot reflections that emerge in quick formative assessments like the one we use in this study. We know too little about the differences between reflection and critical reflection and too little about how to move students from basic reflection to strategic problem solving. If teachers can come to recognize the common moves of on-the-spot reflection/reactions to pedagogical approaches and content and can start to see patterns in student-teacher action and reaction, we can better respond to these reflections and can more fully intervene in students’ varied learning paths.