Summer Series: Conducting research on teaching and learning
Exploring the Scholarship of Teaching and Learning (SoTL): Enhancing Classroom Practices and Sharing Knowledge
Note: If you’d like to read through the series in order, here you are:
start with an introduction to SoTL (Scholarship of Teaching and Learning)
consider how SoTL research fits your identity as a faculty member and researcher
develop your wonderings about teaching and learning
generate SoTL research questions
finish by building specific research plans.
In summers past I’ve dedicated time to exploring one topic in-depth, like the series on course design that started with planning by design and continued with pieces on writing learning outcomes, connecting assessments to outcomes, planning learning activities & course materials), building structure (organization, expectations & syllabus) and culminated with two pieces on how we implement our design decisions in our teaching practices: instructor presence and facilitation. This summer I have a series planned on getting started with conducting research on our teaching and our students’ learning.
If you’re familiar with the terms action research or classroom-based research, then the Scholarship of Teaching and Learning (SoTL) will feel very familiar to you.
Why conduct classroom-based research?
Experimenting with new teaching approaches, curricula, and learning activities is a regular part of our work as teachers, but too often we don’t really understand why some things work and others don’t. Our course innovations provide a great opportunity to conduct research on how changes impact student learning through a Scholarship of Teaching and Learning (SoTL) project. SoTL encourages educators to systematically examine their classroom practices, enhance teaching based on empirical findings, and disseminate their insights to benefit the broader educational community.
Reflecting on the Benefits
Embarking on a SoTL project allows you to critically analyze the impact of your teaching innovations on student learning. By collecting and analyzing data, you gain valuable insights into the effectiveness of your pedagogical changes. This evidence-based approach empowers you to make informed decisions to further improve your teaching methods and strategies. By sharing your findings with fellow educators, you contribute to the collective knowledge and advancement of teaching practices in your discipline.
SoTL involves “faculty bringing their habits and skills as scholars to their work as teachers… habits of asking questions, gathering evidence of all different kinds, drawing conclusions or raising new questions”
“Key characteristics of the scholarship of teaching and learning,” Center for Engaged Learning - see video below).
What to expect
Over the series, the goal is that you will learn how to effectively plan and execute a successful scholarship of teaching and learning (SoTL) project. Through weekly asynchronous activities, we will explore what SoTL is, consider disciplinary perspectives, develop research questions, and evaluate the effectiveness of different research methods. Towards the end of the summer, I will also provide insights into planning your IRB proposal, including ethical considerations. I’m excited to dive into examining our teaching practices through evidence-based research.
Homework
If you are eager to get started, this is a great - short -article to get thinking about SoTL: Principles of Good Practice in SoTL by Peter Felten (Teaching & Learning Inquiry).
Questions? Suggestions? Leave a comment below!
This sounds so Interesting. Does this require a paid subscription?
Is it a sign-up kind of series? or something you post about and we get notifications? I'm really looking forward to this! In the 20+ years I've been teaching at this particular institution, we have never had any support for SoTL and I'd like to try it before I retire.