SoTL Learning Community
This Faculty Learning Community (FLC) is intended for instructors new to the Scholarship of Teaching and Learning (SoTL). We will use the book Engaging in the Scholarship of Teaching and Learning (Bishop-Clark and Dietz-Uhler, 2012) as a basis for discussion and to guide us through the steps of developing a SoTL project. As a group we will design a collaborative SoTL project that can be completed in one semester. We will create and submit required IRB human research paperwork at the end of Fall. In the Spring semester we will collect and analyze data for our project.
The goal of the FLC is for you to familiarize yourself with approaches and theories of SoTL and to develop the skills that will allow you to continue your engagement in SoTL.
- Fall 2018 – SoTL FLC starts on Statesboro Campus
- Time: Fridays from 12:30-2:00 p.m.
- Dates: September 14 & 28, October 12 & 26, November 9 & 30)
- Location: Center for Teaching Excellence – Statesboro Campus (Cone Hall, 2nd floor)*
- Spring 2019 – SoTL FLC starts on Armstrong Campus (Dates TBD)
This learning community meets regularly for two semesters. During the first semester we meet bi-weekly for a total of 6 meetings. In the second semester of the FLC we will meet monthly. Meetings will be determined based on participants’ availability.
Attendance is limited to 10 participants; by registering you commit to attending all group meetings. Each participant will receive a copy of the book.
Applications will be accepted from August 1 to August 31 via Google Application Form.
Contact email@example.com with any questions you may have.
*The Fall 2018 FLC cohort will meet on the Statesboro campus. On the Armstrong Campus, a SoTL FLC cohort will be offered starting in the Spring 2019 semester. All faculty are invited to register for participation on either campus, however, it is expected that you attend meetings in person.
Participants are expected to attend all meetings of the learning community and contribute actively to the collaborative research project. The group might be asked to present research from their project to the campus community in the following Fall semester.
SoTL differs from scholarly and reflective teaching in that it not only involves reflecting on 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. (Bishop-Clark and Dietz-Uhler, 2012)
“Without a doubt, engaging in SoTL is good for our teaching and our students’ learning. … We also enjoy teaching more when we think of it as a scholarly activity.” – Bishop-Clark and Dietz-Uhler, Engaging in the Scholarship of Teaching and Learning
From the Publisher of Engaging in the Scholarship of Teaching and Learning:
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.
This 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.
Last updated: 8/8/2018