Becoming a SoTL researcher
Reflecting on our identity as a teacher and researcher before planning a classroom research study is crucial for aligning a potential project with out values + context.
This week is the third post in the summer series on Scholarship of Teaching and Learning (SoTL). Read the beginning post here and last week’s post on what SoTL is and what SoTL research can look like here. Based on last week’s poll, it looks like there’s a good mix of experience levels among Tips subscribers. Many of you (38%) are new to SoTL, roughly a quarter (24%) of you have done some classroom research you might describe as SoTL, and well over third (38%) have conducted classroom-based research before.
Who we are
Reflecting on who we are as a teacher and a researcher before planning a classroom research study is essential for several reasons:
Alignment with Values and Beliefs: Reflecting on our identity as a teacher and researcher allows us to align our research interests and goals with our values and beliefs. It helps us ensure that the research we conduct is congruent with our personal and professional principles, fostering a sense of authenticity and integrity in our work.
Personal Growth and Development: By examining our teaching practices, pedagogical beliefs, and research aspirations, we gain insights into our strengths, areas for improvement, and areas of passion. This self-awareness helps us refine our research questions and methodologies, enhancing the quality and impact of our studies.
Contextual Understanding: Each of us brings our unique experiences, perspectives, and biases to our work. By acknowledging our background and the context in which we teach and conduct research, we can consider how context influences our research approach and interpretations.
Reflecting on our identity as a teacher and researcher facilitates the integration of teaching and research. It allows us to bridge the gap between theory and practice, applying research findings to inform and improve our teaching practices. Bringing our teaching experiences into our research ensures that our studies are grounded in the realities of the classroom, and that the research we undertake is meaningful, authentic, and impactful.
HOMEWORK: Exploring your identity as an instructor and researcher
This activity aims to facilitate critical thinking and reflective exploration of your identity as an instructor and researcher, helping you gain insights into your teaching and research practices, values, and aspirations. Take some time to reflect on your teaching and research journey. Consider the following questions and write down your thoughts:
Teaching Identity: What motivates you to teach? What are your teaching goals and aspirations? What is your overarching philosophy of teaching and learning? What are the key principles or theories that inform your teaching approach? What teaching strategies or approaches do you find most effective, and why?
Research Identity: Reflect on your research identity and its connection to your teaching practice. What are your primary research interests? How do these interests intersect with your teaching context? How do you approach research in your field or discipline? Are there any specific methodologies or theoretical frameworks that guide your research?
Next week we will think about developing our wonderings into a research project. As you start thinking about what you might be interested in investigating, do any of the topics below match your interest?
Questions? Suggestions? Leave a comment below!
I am definitely interested in the topic of OER materials, but I wonder how it would be structured. I've written OER chapters to replace an art history survey textbook and have been using it for a couple of years already. Perhaps something investigating a way to incorporate interactivity or social annotation (I've used Perusall a lot) might be a way to combine both OER and student engagement post-quarantine?