A central step in SOTL inquiry is a thorough review of the literature. Kathleen McKinney has observed that the literature review may be challenging for new researchers. For many, the process requires scholars to move beyond their home discourse community. Depending on the field, the literature review may serve a range of purposes including: a published product, a tool for learning, a tool for designing research, or a more passive survey or list. In SOTL, most research articles include an analytical and critical literature review.
Consider how best to gather evidence and address your research question. It may be helpful to consider types or genres of SOTL studies.
Action Research in Teaching and Learning by
A practical, down-to-earth guide for those who work in teaching and learning in universities, this book will be indispensable reading for those who would like to carry out action research on their own practice. Lin S Norton's concept of 'pedagogical action research' has come from over twenty years' experience of carrying out such research, and more than six years of encouraging colleagues to carry out small scale studies at an institutional, national and international level. This accessible text illustrates what might be done to improve teaching/supporting learning by carrying out action research to address such questions such as: What can I do to enthuse my students? What can I do to help students become more analytical? How can I help students to link theory with their practice? What can I do to make my lecturing style more accessible? What is going wrong in my seminars when my students don't speak? Action Research for Teaching and Learning offers readers practical advice on how to research their own practice in a higher education context. It has been written specifically to take the reader through each stage of the action research process with the ultimate goal of producing a research study which is publishable. Cognisant of the sector's view on what is perceived to be 'mainstream research', the author has also written a substantial theoretical section which justifies the place of pedagogical action research in relation to reflective practice and the scholarship of teaching and learning.
Classroom Research by
<i>Classroom Research</i> is designed for use in faculty discussion groups, workshops, and seminars to prepare discipline-oriented faculty for the Scholarship of Teaching and Learning. The book′s real-life case studies illustrate basic principles of learning and provide provocative materials for discussion along with practical suggestions for research that can be conducted by faculty from all disciplines in their own classrooms.
Disciplinary Styles in the Scholarship of Teaching and Learning by
Ten sets of disciplinary scholars respond to an orienting essay that raises questions about the history of discourse about teaching and learning in the disciplines, the ways in which disciplinary "styles" influence inquiry into teaching and learning, and the nature and roles of interdisciplinary exchange. The authors hope to "contribute to a common language for trading ideas, enlarging our pedagogical imaginations, and strengthening our scholarly work." Disciplines represented: chemistry; communication studies, engineering, English studies, history, management sciences, mathematics, psychology, and sociology. A collaboration of The Carnegie Foundation for the Advancement of Teaching and AAHE
Enhancing Learning Through the Scholarship of Teaching and Learning by
The Challenges and Joys of Juggling There has been growing demand for workshops and materials to help those in higher education conduct and use the scholarship of teaching and learning. This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable. It can be used as an individual reading, a shared reading in SoTL writing circles, a resource in workshops on SoTL, and a text in seminars on teaching. Contents include: Defining SoTL The functions, value, rewards, and standards for SoTL work Working with colleagues, involving students, writing grants, integrating SoTL into your professional life, and finding useful resources Practical and ethical issues associated with SoTL work Making your SoTL public and documenting your work The status of SoTL in disciplinary and institutional contexts Applying the goals of SoTL to enhance student learning and development.
The Scholarship of Teaching and Learning in and Across the Disciplines by
The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.
The Scholarship of Teaching and Learning Reconsidered by
Drawing on the experience with the individuals, campuses, and professional associations associated with the Carnegie Academy for the Scholarship of Teaching and Learning and the Institutional Leadership Program, this important resource examines four critical areas where engagement with the scholarship of teaching and learning can have a significant effect. This book is intended for a broad audience of campus leaders, faculty, and people in foundations and other education associations with an interest in supporting new directions in teaching and learning.
Taking Stock by
Drawing on contributions by renowned educational researchers, this book 'takes stock' of teaching and learning research in higher education. Arguing for an enhanced commitment to evidence-based practice, the work offers concrete suggestions for changes on a systematic level in support of student learning.
Doing the Scholarship of Teaching and Learning by
The Scholarship of Teaching and Learning (SoTL) should be an integral part of every academic s life, representing not only the pinnacle of effortful teaching, but also standing side by side with more conventional disciplinary scholarship. Although practiced by many instructors for years, SoTL has garnered national attention resulting in a spate of new journals to publish pedagogical research. <p>SoTL helps students, fosters faculty development, and has been integrated into higher education. This volume provides readers with challenges that will motivate them to engage in SoTL and take their pedagogical research further. We include many key features aimed to help both the teacher new to research and SoTL and also researchers who may have a long list of scholarly publications in non-pedagogical areas and who have not conducted research.</p> <p>This is the 136th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.</p>
The University of Colorado's Institutional Review Board provides a high quality review of human subjects research being undertaken by Faculty, Staff and Students at the University of Colorado – Boulder.