SoTL Learning Community
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 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 and theories of SoTL and to develop the skills that will allow you to continue your engagement in SoTL.
Spring 2019 – SoTL FLC on Armstrong Campus*
- Time: Tuesdays from 12:30-2:00PM
- Dates: January 29, February 12 & 26, March 12 & 26, April 9
- Location: Center for Teaching Excellence – Armstrong Campus, 207 Solms Hall
The learning community meets regularly for two semesters. In-person attendance at all meetings is expected.
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 January 1 to January 22 via Google Application Form.
Contact email@example.com with any questions you may have.
*The Fall 2018 FLC cohort meets 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: 1/10/2019