SCOT CMC 2015 Spring Conference

CMC3-South 2015 Annual Spring Conference

SCOT – StudentsConsulting on Teaching

Helping Good TeachersGet Better!

By Fred FeldonMarch 13, 2015


• Joint presentation January 20, 2015, by Utah Valley University, Brigham Young University & Teikyo University staff, faculty and student consultants

• Started in the U.S. in the 1970’s with “student-led teaching” movement and has spread world-wide

• BYU began the program in 1992


• Selected and trained student consultants respond to professors’ invitations to gather data on classroom teaching and provide confidential feedback

• Currently in use at Utah Valley University BYU Teikyo University University of Nebraska-Lincoln Minnesota State University


• Recorder/Observer – SCOT records in writing whatwent on in class

• Faux Student – SCOT takes notes as if they were astudent in the class

• Filmaker – SCOT films the class, creating a DVD forthe instructor

• Interviewer – Instructor leaves class, SCOT interviewsthe students

• Primed Observer – SCOT receives specific instructionon what to watch for

• Consultant – SCOT provides feedback on andsuggestions about activities and/or areas of interest

• Other – Classroom research, reflective teaching, engagement, action research, syllabus, learning management system, course website, etc.


• Referrals – From administrators, faculty, CTL consultants,former SCOTs

• Recruitment – From student honors program, campus leadership groups, student government, academic departments, campus employment services

• Seven Weeks of Training – (1) Observation reports, (2)Assignment process and consultations with professors, (3) Interviewing and filming, (4) “Seven Principles for Good Practice in Undergraduate Education,” (5) Bloom’sTaxonomy of Learning and test design, (6) CTL resourcesand discussion of current assignments, and (7) New Paradigm of Learning and semester reflection.

• SCOT Responsibility – All assignments are confidential and not to be shared with anyone outside the consultingrelationship


Survey of SCOTs

• Sent online survey link to graduated SCOT students, N = 36• Response rate, N = 22 (61%)• Impact of SCOT program on them as a person 86% SA/AG they felt more a part of the campus

community 91% SA/AG felt they were contributing to the university 86% SA/AG felt more confident in approaching their own

professors 64% SA/AG they gained new skills in interacting with

others from a different background 86% SA/AG their perspective on teaching and learning

changed


Survey of SCOTs

SA/AG Neut DA/SD

Developed oral presentation skills 91% 5% 5%

Developed skills for later jobs 91 0 9

Felt more confident with professors 86 9 5

Developed leadership skills 86 9 5

Felt more confident with peers 77 18 5

Developed in writing skills 77 14 9

More comfortable speaking in front of groups 73 23 5

Developed better teamwork skills 68 18 14


Survey of SCOTs – Liked Most About the Program

• It gives the students a voice• Gave me a place on campus to belong to, part of a

community, not just within the major• Bridging the gap between professors and students• Gained connections across campus• Liked the flexibility and autonomy of doing my own work


Survey of SCOTs – Liked Most About the Program

• It gives the students a voice• Gave me a place on campus to belong to, part of a

community, not just within the major• Bridging the gap between professors and students• Gained connections across campus• Liked the flexibility and autonomy of doing my own work• “I knew I was contributing to UVU”, giving back• Opportunities for leadership• Working 1 on 1 with professors, learning about learning

from great teachers• Helped me look at teaching in a new way• Learning how to critique and receive critiques• Very fulfilling


Survey of SCOTs – Impact on Professional Development

• More confidence in talking in front of groups orfacilitating meetings

• More confidence in speaking to professors or administrators

• How to handle critiques from others • How to prepare reports for work and seek feedback

from supervisor• How to be a leader • Organizational skills


Faculty Satisfaction

F10 Sp11 F11 Sp12 Su12 F12 SP13

Not Satisfied 0 0 0 0 0 1 0

Satisfied 2 3 2 4 2 10 6

Very Satisfied 0 17 12 17 8 23 36

0 0 0 0 01

0

23

2

4

2

10

6

0

17

12

17

8

23

36

Not Satisfied

Satisfied

Very Satisfied


Faculty Satisfaction

I was pleasantly surprised by how complete the Syllabusreview was. The SCOT made some very helpful suggestionswhich I plan to use to improve the course

This is my second time I’ve used the program. I plan to use itagain. It provides great insights into how class time is used.

SCOT allows me to capture the students’ perspective on mycourses in a non-threatening way.

SCOT is a critical platform of university lesson analysis andclassroom improvement. SCOTs view our lessons throughstudent eyes, attitudes, and needs. SCOT helps me customizemy lesson outcomes.

SCOT helps with the paradigm shift from the traditional, teacher-centered to student-centered teaching and learning


http://www.uvu.edu/facultycenter/scot/


http://ctl.byu.edu/scot


https://appsv.main.teikyo-u.ac.jp/~ctl/english/activitycenter/scot.html


http://studentengagement.blogs.lincoln.ac.uk/introducing-scots-students-consulting-on-teaching/


http://eprints.lincoln.ac.uk/1917/


http://www.mnsu.edu/cetl/programs/SCOT.html



Thank You

[email protected]

This presentation is available at

http://www.slideshare.net/ffeldon

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