Adapting Research to Art Pedagogy: A Case Study

This paper will describe how to adapt the practices of the Scholarship of Teaching and Learning (SoTL) to art pedagogy. As part of a grant at Harper College, a community college in Palatine, Illinois, I learned to conduct quantitative and qualitative research on a high-impact teaching practice, the Flipped Classroom model, which I adapted for my Art Appreciation courses. I restructured the course to implement the FC model and surveyed my students for two years to measure its effectiveness. This research prompted me to continually rethink and retool aspects of the FC model as a response to student input. Recently, I have participated in a nationwide study on helping students succeed, Transparency in Learning and Teaching (TILT). This paper will describe the effects of redesigning art studio and art appreciation courses to be more transparent, and its effects on student learning of skills and concepts.