The two-semester SoTL 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. During the first semester, participants will work in small groups to design a collaborative SoTL project to be implemented in the Fall semester. Each group will create and submit the required IRB human research paperwork at the end of the first semester. In the second semester of the FLC, participants will collect and analyze data for their project.
The goal of the FLC is for you to familiarize yourself with approaches to and theories of SoTL and to develop the skills that will allow you to continue your engagement in SoTL.
Past participants present at the USG Teaching & Learning Conference
Time: Tuesdays at 11 AM
Intro & Overview
Generating Research Questions
Designing the Study
Considerations for Writing an IRB Proposal
Share IRB Draft with Peer Reviewers
IRB Draft Feedback
Submit IRB for Approval
Location: Center for Teaching Excellence – Cone 2029 (Statesboro) & Solms Hall 207 (Armstrong)
The learning community meets regularly for two semesters.
In-person attendance at all meetings is expected.
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 November 4, 2019 to January 21, 2020 via Google Application Form. Applications close January 21. Participants will be notified of acceptance by January 24, 2020.
During the first semester, we meet bi-weekly for a total of 6 meetings. In the second semester of the FLC, there will be 3 meetings. Meetings will be determined based on participants’ availability.
Participants are expected to attend all meetings of the learning community and contribute actively to their collaborative research project. Participants will have opportunities to share their research findings in presentations on campus, at the annual SoTL Commons Conference, and/or the USG Teaching and Learning Conference.
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)
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.