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Principles of Good Practice in SoTL on JSTOR

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ABSTRACT For the Scholarship of Teaching and Learning (SoTL) to be understood as significant intellectual work in the academy, SoTL practitioners need to identi...

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Elon University: https://www.centerforengagedlearning.org/studying-engaged-learning/what-is-sotl/

Kennesaw State: https://facultydevelopment.kennesaw.edu/scholarly-teaching/scholarship-teaching-learning.php

Illinois State University:
https://sotl.illinoisstate.edu/resources/materials/

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The Scholarship of Teaching of Learning (SoTL) involves faculty ( sometimes in partnership with their students) undertaking systematic inquiry about student learning - informed by prior scholarship on teaching and learning - and going public with the results. As Pat Hutchings notes (see our video on Key Characteristics of SoTL, below), 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, and bringing what they learn through that to... students' learning."

Peter Felten (2013) offers five principles of good practice in SoTL, suggesting that SoTL is "inquiry focused on student learning... grounded in both scholarly and local context... methodologically sound... conducted in partnership with students... [and] involves 'going public'" (pp. 122-123). Patricia Cross and Mimi Harris Steadman's (1996) characteristics of classroom research for SoTL echo these principles and add that the inquiry is teacher-directed, valuing teachers' abilities to conduct "useful and valid research on classroom learning"; relevant to teachers' classroom experiences; and ongoing, since SoTL outcomes often lead to new pedagogical experiments, which merit further inquiry (pp. 2-4).

Discussing the value of SoTL work, Kathleen McKinney notes that "SoTL can serve many positive functions for individuals, courses, programs, institutions, and higher education more broadly" (2007, p. 23). SoTL can help faculty (and future faculty) become more reflective and scholarly teachers. It can demonstrate faculty commitment to teaching. It also can extend faculty research programs. Most significantly, though, SoTL enables faculty to learn more about student learning in their classrooms and other educational contexts.

Lee Shulman describes SoTL as an outcome of the "pedagogical imperative... to inquire into the consequences of one's work with students... an obligation that devolves on individual faculty members, on programs, on institutions, and even on disciplinary communities" (2002, p. vii). He continues:

Scholars of teaching and learning are prepared to mess with the world even more boldly than their colleagues who are satisfied to teach well and leave it at that. They mess with their students' minds and hearts as they instruct, and then they mess again as they examine the quality of those practices and ask how they could have been even more effective. Scholars of teaching and learning are prepared to confront the ethical as well as the intellectual and pedagogical challenges of their work. They are not prepared to be drive-by educators. They insist on stopping at the scene to see what more they can do.
Shulman 2002, p. viii

References and Additional Resources

Chick, Nancy. (n.d.). A scholarly approach to teaching. In Scholarship of teaching and learning: A guide from the Vanderbilt University Center for Teaching. Retrieved from https://my.vanderbilt.edu/sotl/understanding-sotl/a-scholarly-approach-to-teaching/.

Cross, K. Patricia, & Steadman, Mimi Harris. (1996). Classroom research: Implementing the scholarship of teaching. San Francisco, CA: Jossey-Bass.

Felten, Peter. (2013). Principles of good practice in SoTL. Teachng & Learning Inquiry: The ISSOTL Journal, 1(1), 121-125. Retrieved from https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57376/43149.

McKinney, Kathleen. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Anker Publishing.

Shulman, Lee. (2002). Forward. In Pat Hutchings (Ed.), Ethics of inquiry: Issues in the Scholarship of Teaching and Learning (pp. v-viii). Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.

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What is SoTL? - Center for Engaged Learning

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The Scholarship of Teaching of Learning (SoTL) involves faculty (sometimes in partnership with their students) undertaking systematic inquiry about student learning - informed by prior scholarship on teaching and learning - and going public with the results. As Pat Hutchings notes (see our...

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CETL provides an extensive list of external disciplinary and interdisciplinary journals in the Scholarship of Teaching and Learning (SoTL) focused on undergraduate and graduate education for teachers at colleges and universities, organized alphabetically. Click on the title of a journal to visit its home page.

You can filter results using the "Topic in Higher Education" or "Discipline" drop-down menus. To return to the full list, set the drop-down menu options to "Any."

This directory was last updated in April, 2023. To submit a request to make a change or an addition to this list, please contact us at cetl@kennesaw.edu.

KSU faculty can find a specific journal title or access full text articles by visiting the KSU library website.

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CETL provides an extensive list of external disciplinary and interdisciplinary journals in the Scholarship of Teaching and Learning (SoTL) focused on undergraduate and graduate education for teachers at colleges and universities, organized alphabetically. Click on the title of a journal to visit its home page.

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CETL maintains one of the most extensive directories of conferences focused on college/university teaching and their sponsoring organizations.

Click on the title of the conference to view the conference website and learn more information. You can filter results using the "Location" (including virtual) or "Discipline" drop-down menus. To return to the full list, set both of the drop-down menu options to "Any."

This directory was last updated in February, 2021. To submit a request to make a change or an addition to this list, please contact us at cetl@kennesaw.edu.

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CETL maintains one of the most extensive directories of conferences focused on college/university teaching and their sponsoring organizations. Click on the title of the conference to view the conference website and learn more information. You can filter results using the "Location" (including virtual) or "Discipline" drop-down menus.

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Most institutions have you completed training to be certified before submitting an IRB application.

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Research- Human Subjects | Scholarship of Teaching and Learning - Illinois State

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These examples are intended to assist protocol writers who are conducting SoTL research, specifically. In the United States policies governing research involving human subjects come from the Federal government. These policies are also interpreted locally and may change over time depending on context…

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This is an effort out of the University of Georgia that is specific to getting practitioners in STEM started in STEM education research.

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At the Faculty Center, we can provide support for projects on the Scholarship of Teaching and Learning (SoTL). Check out our links to tips for getting started on SoTL research, resources on SoTL, and examples of UCF faculty SoTL research.

What is SoTL?

The Scholarship of Teaching and Learning uses discovery, reflection, and evidence-based methods to research effective teaching and student learning in higher education. SoTL goes beyond teaching based on evidence to produce evidence for specific teaching and learning practices. These findings are peer reviewed and publicly disseminated in an ongoing cycle of systematic inquiry into classroom practices.

Different research methods and arguments can be used to demonstrate student learning, though they vary in the strength of evidence they can provide. Deductive arguments and experimental methods generally provide stronger evidence of learning than inductive arguments and case studies; combining methods can capitalize on the advantages of each. Any of these can be effective SoTL methods.

What is DBER?

The goal of Discipline-Based Educational Research (DBER) is to test theories and construct models of teaching and learning, specifically in science and engineering disciplines. DBER scholars combine discipline expertise with knowledge of the science of teaching and learning. Together, they form a collection of related research fields in science and engineering including physics education research (PER), chemistry education research (CER), and engineering education research (EER), among others. DBER scholars use common methods and draw on common theories, but are each influenced by the practices and history of their parent discipline.

The National Academies of Science, Engineering, and Medicine published a report in 2012 that defines DBER, synthesizes the DBER literature, and calls for the increased use of DBER findings and recognition of DBER as a valuable field of scholarly study. You can download a free PDF of the report at the National Academies Press website.

How are SoTL and DBER different?

Discipline-based educational research (DBER) is typically more generalizable to other courses or instructional contexts than SoTL research. Rather than classroom-level studies that are characteristic of SoTL, DBER studies address broader goals such as understanding how people learn certain concepts in a discipline and how this knowledge can be translated into classroom practice.

SoTL and DBER are not completely independent of one another. The lines between the two approaches to teaching and learning research are blurred. One helpful way to think about the relationship is to think of a SoTL-DBER continuum, which is described by the National Association of Geoscience Teachers (NAGT).

At the Faculty Center, we can provide support for projects on the SoTL end of the spectrum.

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At the Faculty Center, we can provide support for projects on the Scholarship of Teaching and Learning (SoTL). Check out our links to tips for getting started on SoTL research, resources on SoTL, and examples of UCF faculty SoTL research. What is SoTL? The Scholarship of Teaching and Learning uses discovery, reflection, and evidence-based methods...

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Scholarship of Teaching and Learning in STEM

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scholarship of teaching and learning in stem

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Scholarship of Teaching and Learning in STEM

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This free course, Scholarship of Teaching and Learning in STEM, provides a toolkit for conducting Scholarship of Teaching and Learning (SoTL) within Science, Technology, Engineering and ...

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Getting started in SoTL in STEM | Piktochart Visual Editor

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Abstract

The scholarship of teaching and learning (SoTL) is a growing and vibrant field, and with that growth has come some serious reflection on the models we use to conduct SoTL and the robustness of these models. Unfortunately, there is no clear‐cut set of benchmarks for robust research. In this article, we identify a continuum of SoTL and demarcate aspirational benchmarks. Whereas qualitative and quantitative data and methods all have a place in SoTL, psychological science provides gold standards of design and analysis. We advocate for similar SoTL standards that are theory based and intentionally designed using the best models for methodological and statistical rigor.

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Benchmarks for scholarly investigations of teaching and learning

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Abstract The scholarship of teaching and learning (SoTL) is a growing and vibrant field, and with that growth has come some serious reflection on the models we use to conduct SoTL and the robustness of these models. Unfortunately, there is no clear‐cut set of benchmarks for robust research.