This is a book for anyone who has ever considered engaging in the scholarship of teaching and learning – known familiarly as SoTL – and needs a better understanding of what it is, and how to engage in it. The authors describe how to create a SoTL project, its implications for promotion and tenure, and how it fosters:* Increased satisfaction and fulfillment in teaching* Improved student learning* Increased productivity of scholarly publication* Collaboration with colleagues across disciplines* Contributing to a growing and important body of literatureThis guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years. SoTL differs from scholarly and reflective teaching in that it not only involves questioning one’s teaching or a teaching strategy, but also formally gathering and exploring evidence, researching the literature, refining and testing practices, and finally going public. The purpose of SoTL is not just to make an impact on student learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning. While the roots of SoTL go back some 30 years, it was Ernest Boyer in his classic Scholarship Reconsidered who made the case for the parity of the scholarships of integration, of discovery, of application, and of scholarship of teaching as vital to the health of higher education. Glassick, Huber, and Maeroff ’s subsequent Scholarship Assessed articulated the quality standards for SoTL, since when the field has burgeoned with the formation of related associations, a proliferation of conferences, the launching of numerous journals, and increasing recognition and validation by institutions.
|Publisher:||Stylus Publishing, LLC|
|Edition description:||New Edition|
|Product dimensions:||8.20(w) x 10.90(h) x 0.50(d)|
About the Author
Cathy Bishop-Clark is a Professor and Chair of Computer Information Technology at Miami University, OH
Beth Dietz-Uhler is a Professor in the Department of Psychology at Miami University, OH.
Table of Contents
AcknowledgementsForewordCraig E. Nelson1) Introduction to the Scholarship of Teaching and Learning2) Reflecting on Teaching and Learning3) Introduction to the Steps in the SoTL Research Process4) Generating the Research Idea5) Designing the Study6) Collecting the Data7) Analyzing the Data8) Presenting and Publishing Your Results9) Challenges of and Solutions for Doing Research on Teaching and LearningAppendix A: SoTL ConferencesAppendix B: SoTL Journals Appendix C: Disciplinary JournalsAppendix D: Journals About Higher Education in GeneralReferences Index