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  • Subjects
  • Science, Maths & Technology
  • Free courses
  • Scholarship of Teaching and Learning in STEM
  • Session 6: Making SoTL public and ...
  • References

Course content

  • Session 6: Making SoTL public and impact evaluation of SoTL
  • Introduction and guidance
  • What is a badged course?
  • How to get a badge
  • Thinking about notetaking
  • Acknowledgements
  • Session 1
  • Introduction
  • 1 Scholarship of Teaching and Learning
    • 1.1 Distinguishing SoTL from scholarly teaching
    • 1.2 Distinguishing SoTL from discipline-based education research
  • 2 Principles of SoTL
  • 3 Reflection, critical reflection and reflexivity
    • 3.1 Reflection in SoTL
    • 3.2 Critical reflection in SoTL
    • 3.3 Reflexivity in SoTL
  • 4 Stages of a SoTL inquiry
  • 5 This session’s quiz
  • 6 Summary of Session 1
  • References
  • Acknowledgements
  • Session 1 practice quiz
  • Session 2
  • Introduction
  • 1 Motivation for conducting SoTL
  • 2 Collaboration in SoTL
  • 3 Mentoring in SoTL
    • 3.1 Facilitating SoTL research
    • 3.2 Supporting SoTL networking
    • 3.3 Mentor–mentee relationship
  • 4 Supporting SoTL through communities
    • 4.1 A collaborative SoTL inquiry
    • 4.2 Communities of practice that support SoTL
  • 5 Learning analytics
    • 5.1 Learning analytics and SoTL
    • 5.2 Use of learning analytics in SoTL
    • 5.3 Ethics of using learning analytics in SoTL
    • 5.4 Influence of learning analytics on SoTL practice
  • 6 This session’s quiz
  • 7 Summary of Session 2
  • References
  • Acknowledgements
  • Session 2 practice quiz
  • Session 3
  • Introduction
  • 1 Starting your SoTL inquiry
  • 2 Stakeholder analysis for a SoTL inquiry
  • 3 Formulating aim and research questions for a SoTL inquiry
    • 3.1 Aim of the inquiry
    • 3.2 Research questions for a SoTL inquiry
    • 3.2.1 Areas of investigation in SoTL
  • 4 Designing a SoTL inquiry
    • 4.1 Collaborative SoTL inquiry
  • 5 Literature review for a SoTL inquiry
    • 5.1 Conducting a literature review
    • 5.2 Searching for literature
      • 5.2.1 Planning your search
      • 5.2.2 Where to search: databases and Google Scholar
      • 5.2.3 Evaluating information and making notes
      • 5.2.4 Organising information in a reference management tool
    • 5.3 Writing a literature review
  • 6 This session’s quiz
  • 7 Summary of Session 3
  • References
  • Further reading
  • Acknowledgements
  • Session 3 compulsory badge quiz
  • Session 4
  • Introduction
  • 1 Students as partners in SoTL
    • 1.1 Involving students as partners in SoTL
    • 1.2 Advantages of educator-student partnerships
    • 1.3 Challenges of involving students as partners
      • 1.3.1 Engaging a full range of student voices
      • 1.3.2 Establishing the partnership
      • 1.3.3 Maintaining and sustaining the partnership
  • 2 Three ethical criteria
    • 2.1 Informed consent
    • 2.2 Right to privacy
    • 2.3 Protection from harm
  • 3 Ethical considerations in a SoTL inquiry
    • 3.1 Involvement of students
    • 3.2 Dual role as educator and researcher
    • 3.3 Making SoTL results public
  • 4 Planning ethical considerations in SoTL inquiry
    • 4.1 Seeking ethical approvals
    • 4.2 Where to look for help
  • 5 This session’s quiz
  • 6 Summary of Session 4
  • References
  • Acknowledgements
  • Session 4 practice quiz
  • Session 5
  • Introduction
  • 1 The nature of SoTL research
    • 1.1 SoTL and educational research
    • 1.2 SoTL and ‘methodologically sound’ research
    • 1.3 SoTL and methodological concerns
      • 1.3.1 Control groups in SoTL research
      • 1.3.2 Generalisable results in SoTL
    • 1.4 Action research
  • 2 Research design
    • 2.1 Refining the aim and research questions of the SoTL inquiry
      • 2.1.1 Using disciplinary knowledge to narrow a research question
      • 2.1.2 Significance of the aim and research questions
    • 2.2 Research methods for SoTL
      • 2.2.1 Quantitative and qualitative data
      • 2.2.2 Mixed methods research approach
      • 2.2.3 Triangulation
      • 2.2.4 Mixed methods research design
    • 2.3 Choosing your data collection research methods
      • 2.3.1 Research data management
      • 2.3.2 Seeking ethical approvals
  • 3 Data collection, preparation, analysis and interpretation
  • 4 Presenting your findings
  • 5 This session’s quiz
  • 6 Summary of Session 5
  • References
  • Further reading
  • Acknowledgements
  • Session 5 practice quiz
  • Session 6
  • Introduction
  • 1 Making SoTL public
    • 1.1 Strategies for confronting the challenges to making SoTL public
    • 1.2 Considerations when making SoTL public
  • 2 The impact of SoTL
    • 2.1 The impact of SoTL: A case study
    • 2.2 The impact of SoTL on the practitioner
    • 2.3 Evaluating for impact
    • 2.4 Planning for impact
    • 2.5 Strategies for planning for impact
    • 2.6 An action agenda for SoTL to make an impact
    • 2.7 Measuring impact
  • 3 Supporting and sustaining SoTL
  • 4 This session’s quiz
  • 5 Summary of Session 6
  • 6 Course conclusion
  • Where next?
  • Tell us what you think
  • Current section:
    References
  • Further reading
  • Acknowledgements
  • Session 6 compulsory badge quiz

About this free course

About this free course

24 hours study

Level 3: Advanced

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    Shailey Minocha

    Shailey Minocha is Professor Emerita of Learning Technologies and Social Computing in the School of Computing and Communications in the Faculty of Science, Technology, Engineering and Mathematics (STEM) at The Open University (OU), UK. ...

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Course content Course content
Scholarship of Teaching and Learning in STEM
Scholarship of Teaching and Learning in STEM

Start this free course now. Just create an account and sign in. Enrol and complete the course for a free statement of participation or digital badge if available.

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  • Session1
  • Session2
  • Session3
  • Session4
  • Session5
  • Session6

References

Cook-Sather, A., Abbot, S. and Felten, P. (2019) ‘Legitimating reflective writing in SoTL: “Dysfunctional illusions of rigor” revisited’, Teaching and Learning Inquiry, 7( 2), pp. 14–27.
Dewar, J., Bennett, C. and Fisher, M. A. (2018) The Scholarship of Teaching and Learning. Oxford: Oxford University Publishing.
Felten, P. and Chick, N. (2018) ‘Is SoTL a Signature Pedagogy of Educational Development?’, To improve the academy, 37(1), pp. 4–16.
Glassick, C. E., Huber, M. T. and Maeroff, G. I. (1997) Scholarship assessed: Evaluation of the professoriate. San Francisco, CA:Jossey-Bass.
Hoon, H. C., Leibowitz, B. and Mårtensson, K. (2020) ‘Leading change from different shores: The challenges of contextualizing the Scholarship of Teaching and Learning’, Teaching & Learning Inquiry, 8(1).
How, Z. J. (2020) ‘A Systematic Review of Scholarship of Teaching and Learning Research in Higher Education Institutes from 2014–2019’ in Transforming Teaching and Learning in Higher Education: A Chronicle of Research and Development in a Singaporean Context. Edited by S. C. Tan and Shen-H. A. Chen. Singapore: Springer.
Huber, M. T. and Hutchings, P. (2005) The advancement of learning: Building the teaching commons. San Francisco, CA: Jossey-Bass.
Hutchings, P. (2019) ‘Circles of inquiry and impact: Expanding the teaching commons’ in Applying the Scholarship of Teaching and Learning beyond the individual classroom. Edited by J. Friberg and K. McKinney. Indiana: Indiana University Press.
Hutchings, P., Huber, M. T. and Ciccone, A. (2011) The Scholarship of Teaching and Learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey-Bass.
McKinney, K. (2007) Enhancing learning through the scholarship of teaching and learning: the challenges and joys of juggling. Bolton, Mass: Anker Pub. Co.
Minocha, S. (2021) Impact Evaluation Framework for Scholarship of Teaching and Learning. Available at: https://www.shaileyminocha.info/ blog/ 2021/ 6/ 7/ impact-evaluation-framework-for-scholarship-of-teaching-and-learning  (Accessed: 8 June 2021).
Pechenkina, E. (2020) ‘Chasing impact: The tale of three SoTL studies’, Teaching & Learning Inquiry, 8(1).
Plews, R. C. and Amos, M. L. (2020) Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL). Hershey: IGI Global.
Reed, M. (2020) What is impact?, Fast Track impact. Available at: https://www.fasttrackimpact.com/ what-is-impact  (Accessed: 3 June 2021).
Schroeder, C. (2007) ‘Countering SoTL Marginalization: A Model for Integrating SoTL with Institutional Initiatives’, International Journal for the Scholarship of Teaching and Learning, 1(1).
Shaffer, K., Gentry, J. E. and Maben, S. (2019) ‘SoTL's Impact on Teaching Goals: A Case Study from a Regional University’, InSight: A Journal of Scholarly Teaching, 14, pp. 74–87. Available at: https://eric.ed.gov/ ?id=EJ1222885 (Accessed: 3 June 2021).
Shulman, L. (2000) ‘From Minsk to Pinsk: Why a scholarship of teaching and learning?’, Journal of the Scholarship of Teaching and Learning, 1(1), pp. 48–53.
Simmons, N. (2016) ‘Synthesizing SoTL institutional initiatives toward national impact’, New Directions in Teaching and Learning, 146(1), pp. 95–102.
Simmons, N. (2020) ‘The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars’, Teaching & Learning Inquiry, 8(1).
Verwoord, R. and Poole, G. (2016) ‘The Role of Small Significant Networks and Leadership in the Institutional Embedding of SoTL’, New Directions for Teaching and Learning, no. 146, pp. 79–86.
Weston, C. B. and McAlpine, L. (2001) ‘Making Explicit the Development Toward the Scholarship of Teaching’, New Directions for Teaching & Learning, 2001, no. 86, pp. 89–97.
Williams, A., Verwood, R., Beery, T. A., Dalton, H., McKinnon, J., Strickland, K., Pace, J. and Poole, G. (2013) ‘The Power of Social Networks: A Model for Weaving the Scholarship of Teaching and Learning into Institutional Culture’, Teaching and Learning Inquiry,1 (2), pp. 49–62.
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