This document provides an agenda for a class on getting started with the scholarship of teaching and learning (SoTL). It defines SoTL and distinguishes it from scholarly teaching. SoTL involves systematic, literature-based inquiry into teaching and learning processes and outcomes. It follows scientific standards and practices and generates peer-reviewed work that contributes new knowledge. The document discusses developing research questions for SoTL studies and provides examples of SoTL and non-SoTL activities. It also outlines steps in the SoTL process and considerations for coming up with a good research question.

1. Getting Started with the
Scholarship of Teaching and
Learning
Class 2 – ADLT 673, Fall 2015

2. Agenda for September 8
John Cyrus,
M.L.I.S.
Tompkins-
McCaw
Research and
Education
Librarian
Examining the
scholarship of
teaching and
learning (SoTL)
in medical
education
What interests
you in your
own teaching
and learning
that you want
to study?
Developing a
research
question

3. Describe what is meant by the term
“scholarship of teaching and
Learning” (SoTL)
Explain how scholarly teaching differs
from SoTL
Explain how SoTL is similar to other
types of scholarship
Develop a research question for a
possible SoTL study

4. What is the difference
between scholarly
teaching and SoTL?

5. How to distinguish between scholarly
teaching and the scholarship of
teaching
Purpose of
scholarly
teaching is to
have an impact
on teaching and
learning
SoTL results in
formal, peer-
reviewed work
that becomes
part of the larger
knowledge base
on teaching and
learning
Wiman & Richlin (2007)

6. How do you know if a work is
scholarly?
Requires a high level of disciplinary expertise
Charts new territory or is innovative
Provides enough detail to be replicated
Provides documentation of what was done,
what was found, or how it could be used
Can be peer-reviewed
Can be judged as being significant or
impacting the discipline

7. What is the scholarship of
teaching and learning (SoTL)?
How is it similar to other forms of
scholarship?

8. SoTL involves systematic, literature-based
inquiry into processes and outcomes involved
with teaching and learning
SoTL follows standards and practices delineated
by the scientific method:
a) systematic observations,
b) well-developed operations,
c) accurate data analyses,
d) evidence-based conclusions
Glassick et al. 1997; McKinney 2004; Shulman
1999

9. SoTL generates a product that is peer-
reviewed to contribute new knowledge
to the field and/or invites conceptual
replication
SoTL products /activities are presented
publically for others to build upon
Engagement in SoTL provides an opportunity
for personal/professional reflection on
teaching and learning
Glassick et al. 1997; McKinney 2004; Shulman,1999

10. Continuum of Growth Toward SoTL
Develop personal
knowledge about one’s
own teaching and
student learning
Weston & McAlpine (2001)

11. Continuum of Growth Toward SoTL
Develop personal
knowledge about one’s
own teaching and
student learning
Reflect on teaching
Intentionally evaluate
teaching to make
improvements
Read and learn about
underlying principles of
teaching and learning
Engage in teaching
development activities
Can demonstrate validity of
teaching/learning
knowledge through
assessment by students,
peers, etc.
Weston & McAlpine (2001)

12. Continuum of Growth Toward SoTL
Develop personal
knowledge about one’s
own teaching and student
learning
Develop and exchange
knowledge about
teaching/learning with
colleagues
Reflect on teaching Engage colleagues in
conversation that make
explicit pedagogical
content knowledge
Intentionally evaluate
teaching to make
improvements
Mentor other teachers
Read and learn about
underlying principles of
teaching and learning
Provide leadership in
teaching such as organizing
events for faculty
development
Engage in teaching
development activities
Engage in disciplinary and
multidisciplinary teaching
associations
Can demonstrate validity of
teaching/learning
knowledge through
assessment by students,
peers, etc.
Grow in the understanding
of the complexity of
teaching/learning
Weston & McAlpine (2001)

13. Continuum of Growth Toward SoTL
Develop personal
knowledge about one’s
own teaching and
student learning
Develop and exchange
knowledge about
teaching/learning with
colleagues
Develop and exchange
knowledge about
teaching/learning that
has significance and
impact
Reflect on teaching Engage colleagues in
conversation that make
explicit pedagogical content
knowledge
Draw on existing literature to
inform conceptual and
hypothesis-driven research
Intentionally evaluate own
teaching to make
improvements
Mentor other teachers Obtain funding for research
on teaching
Read and learn about
underlying principles of
teaching and learning
Provide leadership in
teaching such as organizing
events for faculty
development
Carry out research on
teaching using an approach
consistent with its goals
Engage in teaching
development activities
Engage in disciplinary and
multidisciplinary teaching
associations
Publish and make
presentations about
teaching/learning
Can demonstrate validity of
teaching/learning
knowledge through
assessment by students,
peers, etc.
Grow in the understanding of
the complexity of
teaching/learning
Develop comprehensive
knowledge of the research
and literature on teaching
and learning
Weston & McAlpine (2001)

14. A Few Questions
 Ensure that the
iClicker tool is
on
 Wait for the
question
 Choose your
answer, A-C

15. 1. Is the following is a SoTL
activity?
An analysis of student test scores is provided to
course faculty to demonstrate material that
needs to be emphasized during an upcoming
interactive case study.
A. Yes
B. No
C. Maybe

16. 2. Is the following is a SoTL activity?
A residency program director gives a lecture to
the interns on improving quality and safety in
patient care. In the weeks following the
lecture, the program director tracks the number
of documented medical errors and “near
misses” on the service.
Her goal is to submit a proposal to an
upcoming conference.
A. Yes
B. No
C. Maybe

17. 3. Is the following is a SoTL
activity?
An article published in the Journal of Dental Education,
describes the outcomes of an IRB-approved mixed
methods study involving 1,382 student responses over a
4-year period. Repeated student surveys and focus
groups were used to collect student perceptions of
recent curricular changes at one US dental school.
The Journal of Dental Education is a peer-reviewed
monthly journal.
A. Yes
B. No
C. Maybe

18. How do you get started
designing scholarship in
teaching and learning?

19. Steps in the SoTL
Process
Generate the research question
Design the study
Collect the data
Analyze the data
Present and publish your work

20. What does it take to come
up with a good research
question?
Time
Thoughtful analysis of your own
interests and practical constraints
A thorough review of the literature (in
multiple disciplines)
Feedback from trusted colleagues

21. As a group, brainstorm as many ideas as
you can in 10 minutes
Transform your
hunches and
ideas about
teaching and
learning into
research
questions that
can be
answered
empirically.

22. What do you want to study?
Table discussion
 Questions that have troubled you about
your learners, or those that reflect
curiosity about your teaching efforts
 How many learners? What level of
learner?
 Setting? Clinical or classroom?
 What literature do you need to explore?
 How can you NARROW your question?

23. International Journal of Teaching and
Learning in Higher Education
http://www.isetl.org/ijtlhe/
International Journal for the Scholarship of
Teaching and Learning
http://digitalcommons.georgiasouthern.edu/
ij-sotl/
Explore Possible Avenues for
Publication