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The program emphasizes the need and value of transforming teaching from a private, individualized activity to a more public forum that encourages evaluation by professional peers and the sharing of research results with others engaged in scholarship. SoTL actively values the exchange of scholarship across diverse disciplines and subject matter.
Scholarship of Teaching and Learning (SoTL) encourages scholarly reflection, assessment, dissemination, critique and construction of a living body of knowledge, and an understanding and wisdom about teaching and learning.2 Mary Taylor Huber and Pat Hutchings have suggested that pursuance of SoTL means viewing the work of the classroom as a site for inquiry, asking and answering questions about students' learning in ways that can improve one's own classroom and also advance the larger profession of teaching. In other words, SoTL nurtures a deep curiosity about how, when, where and why people learn and how best to teach to create optimal learning opportunities.3
At the core of the Scholarship of Teaching and Learning (SoTL) philosophy is an understanding that intentionally studying teaching practices and student learning outcomes is crucial for producing excellence in instruction. In 1998, the Carnegie Foundation launched Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). The idea for this program was based on a 1990 report, Scholarship Reconsidered, an article, Scholarship Assessed, and the work of Illinois State University faculty and their students. The CASTL program defines scholarship of teaching and learning as “systematic reflection on teaching and learning made public” and its goal is to support the development of instructional scholarship that:
The following is a collection of resources that have a long-term history in pursuing and supporting Scholarship of Teaching and Learning research. The Nakatani Teaching and Learning Center encourages you to learn more about SoTL by exploring these websites.
The NTLC Library has several SoTL books and articles that it is always willing to loan out.
The Scholarship of Teaching and Learning entails certain practices of classroom assessment and evidence gathering; teaching that is informed not only by the latest ideas but by current ideas about teaching generally and specifically in the field; and teaching that invites peer collaboration or review.1 This philosophy actively combines elements of discovery, integration, and application, because it typically involves classroom inquiry, synthesizing ideas from different fields, and the improvement of practice, all at the same time.3
The following information describes key components that comprise the Scholarship of Teaching and Learning Research Model. They include:
It was inspired by a speech given by Karen Richardson, Office of Teaching and Learning Fellow, at Bridgewater State University, during September 2011.3 The talk was entitled, Getting Started on the Scholarship of Teaching and Learning. The ideas are also based on information that was formerly created and housed on the Office of Professional and Instructional Development website, University of Wisconsin System, Madison, Wisconsin.2
Ask learner-centered questions
All meaningful investigative work begins with the asking of important, relevant, and significant questions. This is also how Scholarship of Teaching and Learning research begins. Three suggestions for developing teaching/learning related questions include:
Additional investigative questions might include:
Build on the work of others
Similar to traditional scholarship, you would review the literature that exists on the teaching and learning subject under investigation and you would search for theoretical frameworks to guide your inquiry. You may want to also ask yourself:
Research methods in SOTL include reflection and analysis, interviews and focus groups, questionnaires and surveys, content analysis of text, secondary analysis of existing data, quasi-experiments (comparison of two sections of the same course), observational research, and case studies, among others. As with all scholarly study, evidence depends not only upon the research method chosen but the relevant disciplinary standards. Additional factors to consider include:
Analyze the evidence
At this point in the project, it is time to analyze the evidence that you have collected. This analysis should provide answers to the thoughtful questions that you posed in your research project. Again, the analysis tools that you choose should fit the questions that you asked, and the data that you collected. A few additional questions to ask yourself include:
One of the unique aspects of SoTL is the emphasis that is placed on public dissemination of teaching and learning research outcomes. In short, you are encouraged to share your results so that others can learn from your research efforts. Some ideas regarding dissemination venues include:
Reflect and apply
Perhaps the most valuable contribution associated with the
Scholarship of Teaching and Learning philosophy is the application of
research to improving classroom instruction. It is imperative that
researchers understand that SOTL doesn't end with the public sharing of
one's findings, but rather it involves an ongoing application and
tweaking of teaching attitudes, activities and course materials. SoTL is
The SoTL research projects are designed to enhance student learning within the classroom.
Each UW institution may nominate two to three candidates for the WTF&S program. The awardees participate in events throughout the year, including attending Faculty College, a summer institute, and fall and winter seminars. Wisconsin Teaching Fellows and Scholars are expected to serve as leaders and mentors, sharing their project ideas and outcomes in a variety of public forums. For more information, please contact Renee Howarton, NTLC director.
Chosen participants will receive financial support from UW-Stout and from an S&E grant from OPID. Editorial advice and guidance is available from Renee Howarton.
Each year, the NTLC invites instructors to apply to become a Wisconsin Teaching Fellow or Scholar. Sponsored by the UW System's Office of Professional and Instructional Development (OPID), this award honors both experienced and early-career educators and recognizes their excellence in teaching and research. Candidates must be exceptional teachers who publicly share their expertise and demonstrate leadership.
Selected participants should be familiar with Scholarship of Teaching and Learning (SoTL) research, since that particular research model provides the basis for yearlong projects that Fellows and Scholars work on. Each participant completes an SoTL project, collaborates with other fellows and scholars on designing projects, and shares research results in public forums.
Todd Zimmerman, Ph.D.
Joleen Hanson, Ph.D.
|Maleka Hashmi, Ph.D.|
|Judy Johanna Hopp, Ph.D. |
Derek Wissmiller, Ph.D.
|Amanda Little, Ph.D.|
|Julie Peterson, Ph.D.|
Art and Design
|Damian Hanft, Ph.D. |
Hospitality and Tourism
|Quan Zhou, Ph.D.|
English and Philosophy
|Phillip Motley, Ph.D.|
Art and Design
|Laura Schmidt, Ph.D.|
|Maureen Mitton, MA, CID|
School of Art and Design
|Laura Jean Schmidt, Ph.D.|
Diane Klemme, Ph.D.
|Terri Karis, Ph.D.|
Human Development and Family Studies
The Nakatani Teaching and Learning Center (NTLC) is pleased to announce its 2014-16 NTLC Teaching Champions program. If you were previously aware of the Center's Advancing Scholarship of Teaching and Learning across Stout program, this is an expanded, more enriched version of that offering.
The program agenda includes the following opportunities for professional growth, teaching-related research, and collegial support:
|Spring & Fall 2014||Interact with former UW-Stout Wisconsin Teaching Fellows and Scholars with the intent of learning more about SoTL, the research projects and outcomes they produced, as well as their reflections on how being a Fellow or Scholar transformed their research & professional careers.|
|Summer 2014||Conduct a review of literature to support classroom research and prepare IRB project application.|
|Fall 2014||Implement & assess a personalized SoTL course project.|
|Spring 2014 to Spring 2016||Document stages of the faculty projects with the intent of producing a publishable manuscript and presenting outcomes by the end of the project. Editorial advice will be provided by fellow NTLC Teaching Champions, mentors, and others on campus. |
|Spring 2015 to Spring 2016||Participate in expanded SoTL-based dialogue and research, as well as help mentor a new cohort; continue writing for publication and dissemination of project outcomes.|
|Spring 2016||Celebrating project outcomes (a financial incentive & recognition will be provided). The financial incentive will be linked to additional professional development opportunities.|
Participants in the 2014-16 NTLC Teaching Champions program include: Devin Berg (Engineering and Technology), Genesea Carter (English and Philosophy), Randy Daughters (Biology), Chris Ferguson (Social Science), Jim Handley (Social Science), Jerry Hui (Speech Communications, Foreign Language, Theatre and Music), Mike Mensink (Educational Psychology), Brian Oenga (Business), Marlann Patterson (Physics), Dave Plum (Operations and Management), Jennifer Reinke (HDFS), Sylvia Tiala (Teaching, Learning and Leadership), Cam Weaver (Psychology), and Kim Zagorski (Social Sciences). The two-year program provides faculty with a meaningful window of time that allows them to propose a research idea, craft a meaningful project, implement and assess he research, and develop potential presentations and publications.
12:10-1:10 P.M. - UW-Stout panel discussants will share their reflections and personal application of SoTL in the classroom.
Panel: Drs. Todd Zimmerman (Physics), David Ding (Business), Jill Klefstad (SOE), and Julie Peterson (Interior Design)
Workshop topic: Application of Scholarship of Teaching and Learning (SoTL)
Who should attend and why?
Faculty, instructional academic staff and administrators who want to better understand the following: