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Scholarship of Teaching and Learning in STEM
Scholarship of Teaching and Learning in STEM

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6 Course conclusion

You have seen that SoTL provides an opportunity for educators and institutions to improve academic practice and to make evidence-based improvements to learning and teaching. Engaging in SoTL helps to generate research from teaching initiatives and enables educators to move outside traditional departmental or disciplinary communities and into new communities that SoTL helps to create.

In this course, you have learned how to conceptualise, design, conduct, reflect on and critically evaluate a SoTL inquiry. You have encountered tools, concepts and practices for each of the stages of the SoTL inquiry in Figure 4 of Session 1.

There are overarching principles and frameworks in the course that can help guide your SoTL project. For example, the six principles of SoTL in Session 1 serve as heuristics to guide the design, development and evaluation of a SoTL inquiry. The seven-criteria framework in Session 3 can be applied to self-evaluate your project proposal ahead of submitting a bid for funding or for garnering support, or you may like to use the framework to self-evaluate your inquiry when it’s in progress, or at the end.

The Impact Evaluation Framework (IEF) in Session 6 can be used for planning for impact of a SoTL inquiry, or for evaluating a SoTL inquiry for impact. You may consider the seven-criteria framework in Session 3 in conjunction with the guidance for impact and the IEF in Session 6 when planning or evaluating a SoTL inquiry.

The guidance for each stage of a SoTL inquiry (Session 1, Figure 4) is interspersed throughout the course. However, in Table 1 below, the key locations where each of the stages was either first introduced or elaborated on are listed as a reminder for you.

Table 1 Stages of a SoTL inquiry and the key locations
Stage of the SoTL inquiry Sessions and section headings
Determine motivation for conducting a SoTL inquiry

Session 1: Scholarship of Teaching and Learning

Session 2: Motivation for conducting SoTL; Learning Analytics

Conduct stakeholder analysis

Session 2: Collaboration in SoTL; Mentoring in SoTL; Supporting SoTL through communities

Session 3: Stakeholder analysis for a SoTL inquiry

Session 4: Students as partners in SoTL

Formulate aim and research questions

Session 3: Formulating aims and research questions for a SoTL inquiry

Session 5: Research design

Carry out a literature review Session 3: Literature review for a SoTL inquiry
Plan research design

Session 2: Learning analytics

Session 4: Students as partners in SoTL

Session 5: Planning and conducting SoTL research (entire session)

Incorporate ethical considerations and seek approvals

Session 2: Learning analytics

Session 4: Three ethical criteria; Ethical considerations in a SoTL inquiry; Planning ethical considerations in SoTL inquiry

Conduct the research process

Session 2: Learning analytics

Session 5: Planning and conducting SoTL research (entire session)

Reflect on the inquiry for self- and peer-evaluation Session 1: Reflection, critical reflection and reflexivity
Disseminate the outcomes for sharing and peerreview

Session 4: Ethical considerations in a SoTL inquiry

Session 5: Presenting your findings

Session 6: Making SoTL public

Conduct an impact evaluation Session 6: The impact of SoTL

As you embark on integrating SoTL in your academic practice and move into the extremely significant area of evidence-based and research-informed teaching, we hope that this course will support your SoTL activity every step of the way. Even when you have gained experience on SoTL, we hope that the videos, case studies and other resources in this course will continue to inspire your SoTL practice and guide your mentoring of others who will follow you. We wish you the very best on your SoTL journey.