HomeBlogStudying EL What Type of Evidence are We Using in Evidence-Based Teaching?January 20, 2014 Share: Section NavigationSkip section navigationIn this sectionBlog Home Capstone Experiences CEL News CEL Retrospectives CEL Reviews Collaborative Projects and Assignments Diversity, Inclusion, and Equity Feedback Global Learning High Impact Practices Immersive Learning Internships Learning Communities Mentoring Relationships Online Education Place-Based Learning Publishing SoTL Reflection Relationships Residential Learning Communities Service-Learning Student-Faculty Partnership Studying EL Undergraduate Research Work-Integrated Learning Writing Transfer in and beyond the University Style Guide for Posts to the Center for Engaged Learning Blog From college-to-career readiness discussions to professional networks to publications on teaching, higher education stakeholders are witnessing steadily increasing calls for evidence-based teaching. Yet what do policy makers, administrators, and faculty/academic staff mean by “evidence-based”? Lee Shulman suggests that our understanding of “evidence-based” has been too limited. Often “evidence-based” focuses on a body of published research, which Shulman identifies as Evidence 1. Although this type of evidence is substantive, Shulman argues that continual data collection and assessment (Evidence 2) supplements and extends published evidence. In addition, education stakeholders need a “systematic set of protocols” for reexamining evidence and the categories of evidence in play and for combining types of evidence to form practical arguments (Evidence 3). Lee Shulman describes these three types of evidence in the video below: How to Cite this Post: What Type of Evidence are We Using in Evidence-Based Teaching? 2014, January 20. [Blog Post]. Retrieved from https://www.centerforengagedlearning.org/what-type-of-evidence-are-we-using-in-evidence-based-teaching/.
