{"id":5829,"date":"2017-01-29T21:46:35","date_gmt":"2017-01-30T02:46:35","guid":{"rendered":"https:\/\/blog.stetson.edu\/faculty-engagement\/?p=5829"},"modified":"2021-06-14T11:12:20","modified_gmt":"2021-06-14T15:12:20","slug":"sotl-101-re-cap","status":"publish","type":"post","link":"https:\/\/blog.stetson.edu\/brown-center\/2017\/01\/5829\/","title":{"rendered":"SoTL 101: Re-cap"},"content":{"rendered":"<p style=\"text-align: center;\">[prezi id=&#8221;hmnfmx6agoz9&#8243;]<br \/>\n<em><a href=\"https:\/\/prezi.com\/hmnfmx6agoz9\/sotl-workshop-series-stetsonu\/\">Prezi: Stetson SoTL Workshop Series<br \/>\n<\/a><\/em>SoTL101 Handout (<a href=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/SoTL101_Handout.pdf\">pdf<\/a>)<\/p>\n<blockquote>\n<p style=\"text-align: center;\">&#8220;The Scholarship of Teaching and Learning is the systematic inquiry of student learning using appropriate methodology \u2013 informed by prior scholarship \u2013 and going public with the results.&#8221; ~ <a href=\"http:\/\/www.centerforengagedlearning.org\/studying-engaged-learning\/what-is-sotl\/\">Elon Center for Engaged Learning<\/a><\/p>\n<\/blockquote>\n<p>On\u00a0January 12, 2017 the <a href=\"https:\/\/blog.stetson.edu\/brown-center\/\">Brown Center for Faculty Innovation and Excellence<\/a> hosted the first of a <a href=\"https:\/\/blog.stetson.edu\/brown-center\/2016\/12\/the-scholarship-of-teaching-and-learning-sotl-101\/\">four-part workshop series<\/a> designed to guide Stetson faculty through the process of designing and implementing\u00a0a Scholarship of Teaching and Learning project.<\/p>\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\">\n<p lang=\"en\" dir=\"ltr\">Turning Your Daily Grind into Scholarship &#8211; SOTL 101 <a href=\"https:\/\/twitter.com\/StetsonU?ref_src=twsrc%5Etfw\">@StetsonU<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/StetsonInnovation?src=hash&amp;ref_src=twsrc%5Etfw\">#StetsonInnovation<\/a> <a href=\"https:\/\/t.co\/lNIxIdaSFt\">pic.twitter.com\/lNIxIdaSFt<\/a><\/p>\n<p>&mdash; BrownCenter@StetsonU (@browncenter_su) <a href=\"https:\/\/twitter.com\/browncenter_su\/status\/819546179155402752?ref_src=twsrc%5Etfw\">January 12, 2017<\/a><\/p><\/blockquote>\n<p><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/p>\n<h2>Think-Pair-Share<\/h2>\n<p>What distinguishes SoTL from good teaching? \u00a0According to Principles of Good SoTL Practice\u00a0(Felton, 2013), SoTL is &#8230;<\/p>\n<ul>\n<li>inquiry focused on student learning<\/li>\n<li>grounded in context<\/li>\n<li>methodologically sound<\/li>\n<li>conducted in partnership with students<\/li>\n<li>appropriately public<\/li>\n<\/ul>\n<h2>Keynote<\/h2>\n<p>Dr. Peter Felten, Elon University<br \/>\n<em>Assistant Provost, Executive Director of the <a href=\"https:\/\/www.elon.edu\/e-web\/academics\/teaching\/catlHome.xhtml\">Center for the Advancement of Teaching &amp; Learning<\/a> &amp; <a href=\"http:\/\/www.centerforengagedlearning.org\/\">Center for Engaged Learning<\/a>\u00a0at <a href=\"http:\/\/www.elon.edu\/home\/\">Elon University<\/a><\/em><\/p>\n<p>After an ice-breaker (and some technological challenges), Dr. Peter Felten facilitated a discussion about Scholarship of Teaching and Learning (SoTL). He first defined SoTL and pointed to Principles of Good SoTL Practice (Felten, 2013). He then identified as a \u201cnew\u201d field of research and framed it in the context of \u201cnew\u201d as a historian and that a recent flurry of activity around SoTL provides great examples of disciplinary sources and interdisciplinary works in the field.<\/p>\n<figure id=\"attachment_5850\" aria-describedby=\"caption-attachment-5850\" style=\"width: 474px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-5850 size-large\" src=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Boyer-1024x751.png\" width=\"474\" height=\"348\" srcset=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Boyer-1024x751.png 1024w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Boyer-300x220.png 300w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Boyer-768x563.png 768w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Boyer.png 1398w\" sizes=\"auto, (max-width: 474px) 100vw, 474px\" \/><figcaption id=\"caption-attachment-5850\" class=\"wp-caption-text\">SoTL is anchored in Boyer&#8217;s model of Scholarship<\/figcaption><\/figure>\n<p>Specifically mentioned ..<\/p>\n<ul>\n<li><strong>Science\/Engineering<\/strong>:\u00a0National Research Council. (2012). <i>Discipline-based education research: Understanding and improving learning in undergraduate science and engineering<\/i>. National Academies Press.<\/li>\n<li><strong>History<\/strong>: Kelly, T. Mills. <i>Teaching history in the digital age<\/i>. University of Michigan Press, 2013.<\/li>\n<li>Hutchings, P., Huber, M. T., &amp; Ciccone, A. (2011). <i>The scholarship of teaching and learning reconsidered: Institutional integration and impact<\/i> (Vol. 21). John Wiley &amp; Sons.<\/li>\n<li><a href=\"http:\/\/www.indiana.edu\/~issotl\/\">International Society for the Scholarship of Teaching &amp; Learning (ISSOTL)<\/a><\/li>\n<\/ul>\n<h3>SoTL at Elon University<\/h3>\n<p>Dr. Felten then provided a brief history of Elon University evolution and learning around SoTL. Like Stetson, Elon faculty and staff were spending a lot of time thinking about good teaching and learning. Faculty at Elon have large teaching loads but were not engaging their efforts and what they were learning about learning into scholarly endeavor. After 10 years of faculty development around SoTL, over 100 peer reviewed publications in all disciplinary areas has resulted. As a result, building community around SoTL is critically important and the Stetson participants in the workshop should identify as pioneers of this work. Peter suggested the following approaches to SoTL:<\/p>\n<ul>\n<li>Capitalize and take advantage of disciplinary research skill and methodologies \u2013 as this is natural way to conduct the new SoTL work<\/li>\n<li>Think broadly about the methodology\n<ul>\n<li>For example, 2016 Teaching &amp; Learning Inquiry paper \u2013 Arts &amp; Humanities Methods (Felten)<\/li>\n<li>Frame the question to justify the methodology for smaller numbers of students or human subjects.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-5857\" src=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.38.jpg\" alt=\"\" width=\"3992\" height=\"1827\" srcset=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.38.jpg 3992w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.38-300x137.jpg 300w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.38-768x351.jpg 768w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.38-1024x469.jpg 1024w\" sizes=\"auto, (max-width: 3992px) 100vw, 3992px\" \/><\/h3>\n<h3>Where Researchers Get Stuck<\/h3>\n<p>Dr. Felten offered several places where scholars get stuck in the process of making their daily grind scholarly. He identified the primary locus as the \u201cdisconnect\u201d between broad questions about student learning and evidence or opportunities\/ambitions for the questions that tend to be \u201csmall\u201d. He suggested that scholars<\/p>\n<ul>\n<li>use the strategies from their professional research to make generalizations<\/li>\n<li>focus on \u201cwhat is\u201d research versus \u201cis the better than this or that\u201d research where the essence of the work is the \u201cthick description\u201d of context to make the work \u201cunique\u201d.<\/li>\n<\/ul>\n<p>He gave examples of work at Elon. One example was a research study on why specific student demographics were not participating in high impact practices? A total pf 75 juniors\/seniors were interviewed and during the process, faculty noted that student interviewers where achieving different outcomes than they were from the interview so the modified the process to only student interviewers. Desiree Porter is a student is co-author of the resulting publication in Change Magazine.<\/p>\n<h3>The difference between Discipline and Disciplinary: A response to the Value of SoTL as Scholarship<\/h3>\n<p>In response to the general question on how SoTL is valued at different campuses, Felten offered the following questions:<\/p>\n<ul>\n<li>What is possible in terms of scholarly endeavor at a university like Stetson?<\/li>\n<li>What is important?<\/li>\n<li>What is possible in the framing of our T&amp;P guidelines?<\/li>\n<li>Have serious faculty conversations occurred about what matters, what counts, and what does not count as scholarship?<\/li>\n<\/ul>\n<p>Felten noted that it is the responsibility of faculty to distinguish between what is good and bad scholarship and that the conversation about what faculty value as scholarship must be contextualized to Stetson University.<\/p>\n<h3>Q&amp;A<\/h3>\n<p>The audience submitted questions for Peter &#8230;<\/p>\n<div id='gallery-1' class='gallery galleryid-5829 gallery-columns-3 gallery-size-medium'><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/blog.stetson.edu\/brown-center\/2017\/01\/5829\/q1\/'><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"180\" src=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q1-300x180.png\" class=\"attachment-medium size-medium\" alt=\"\" srcset=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q1-300x180.png 300w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q1-768x461.png 768w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q1-1024x615.png 1024w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q1.png 1241w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>\n\t\t\t<\/div><\/figure><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/blog.stetson.edu\/brown-center\/2017\/01\/5829\/q2\/'><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"192\" src=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q2-300x192.png\" class=\"attachment-medium size-medium\" alt=\"\" srcset=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q2-300x192.png 300w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q2-768x493.png 768w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q2-1024x657.png 1024w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q2.png 1239w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>\n\t\t\t<\/div><\/figure><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/blog.stetson.edu\/brown-center\/2017\/01\/5829\/q3\/'><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"183\" src=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q3-300x183.png\" class=\"attachment-medium size-medium\" alt=\"\" srcset=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q3-300x183.png 300w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q3-768x468.png 768w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q3-1024x624.png 1024w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q3.png 1281w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>\n\t\t\t<\/div><\/figure><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/blog.stetson.edu\/brown-center\/2017\/01\/5829\/q4\/'><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"191\" src=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q4-300x191.png\" class=\"attachment-medium size-medium\" alt=\"\" srcset=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q4-300x191.png 300w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q4-768x488.png 768w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q4-1024x651.png 1024w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q4.png 1237w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>\n\t\t\t<\/div><\/figure><figure class='gallery-item'>\n\t\t\t<div class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/blog.stetson.edu\/brown-center\/2017\/01\/5829\/q5\/'><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"188\" src=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q5-300x188.png\" class=\"attachment-medium size-medium\" alt=\"\" srcset=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q5-300x188.png 300w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q5-768x482.png 768w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q5-1024x642.png 1024w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/Q5.png 1299w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a>\n\t\t\t<\/div><\/figure>\n\t\t<\/div>\n\n<h3>Works mentioned<\/h3>\n<ul>\n<li>Bass, R., &amp; Linkon, S. L. (2008). On the evidence of theory: Close reading as a disciplinary model for writing about teaching and learning. <i>Arts and Humanities in Higher Education<\/i>, <i>7<\/i>(3), 245-261.<\/li>\n<li>Wieman, C. E., Rieger, G. W., &amp; Heiner, C. E. (2014). Physics exams that promote collaborative learning. <i>The Physics Teacher<\/i>, <i>52<\/i>(1), 51-53.<\/li>\n<li>Lovett, M. C. (2013). Make Exams Worth More Than the Grade: Using Exam Wrappers to Promote Metacognition. <i>Using Reflection and Metacognition to Improve Student Learning<\/i>, 18-52.<\/li>\n<li>University of Rhode Island collaborative exams in anatomy and biology (citation??)<\/li>\n<li>Bunnell, S., Felten, P., Marquis, B., Matthews, K., &amp; Abbott, S. (2016). International student perspectives on The ethics of SoTL research. In <i>International Society for the Scholarship of Teaching and Learning (ISSOTL)<\/i>.<\/li>\n<li>Felten, P., Bagg, J., Bumbry, M., Hill, J., Hornsby, K., Pratt, M., &amp; Weller, S. (2013). A call for expanding inclusive student engagement in SoTL. <i>Teaching and Learning Inquiry: The ISSOTL Journal<\/i>, <i>1<\/i>(2), 63-74.<\/li>\n<li>Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &amp; Norman, M. K. (2010). <i>How learning works: Seven research-based principles for smart teaching<\/i>. John Wiley &amp; Sons.<\/li>\n<li>Project to be published summer 2017 &#8211; asking students about ETHICS of SOTL and research interventions<\/li>\n<\/ul>\n<h3>Additional Notes &amp; Advice<\/h3>\n<ul>\n<li>The Elon\u00a0<a href=\"http:\/\/www.centerforengagedlearning.org\/\">Center for Engaged Learning<\/a>\u00a0facilitates cross-institutional studies to study a given question across different (or similar) institutional contexts. \u00a0Multi-institutional studies tend to involve faculty of the same discipline across institutions.<\/li>\n<li>Keep a bright line between grading and research.<\/li>\n<li>Don&#8217;t punish or reward students for involvement in SoTL research.<\/li>\n<li>Involve students in the work.<\/li>\n<li>Methods span from qualitative to quantitative to mixed &#8211; they often reflect the discipline.<\/li>\n<\/ul>\n<blockquote><p>&#8220;SoTL is assessment the way faculty want to do it.&#8221; ~\u00a0Natasha Jankowski, NILOA Case Study<\/p>\n<figure id=\"attachment_5852\" aria-describedby=\"caption-attachment-5852\" style=\"width: 1064px\" class=\"wp-caption alignnone\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-5852 size-full\" src=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/TaxonomyGraphic.png\" width=\"1064\" height=\"1376\" srcset=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/TaxonomyGraphic.png 1064w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/TaxonomyGraphic-232x300.png 232w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/TaxonomyGraphic-768x993.png 768w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/TaxonomyGraphic-792x1024.png 792w\" sizes=\"auto, (max-width: 1064px) 100vw, 1064px\" \/><figcaption id=\"caption-attachment-5852\" class=\"wp-caption-text\">Cruz, L. (2016) Identifies four categories of SoTL in a taxonomy.<\/figcaption><\/figure><\/blockquote>\n<h2>Activities<\/h2>\n<p style=\"text-align: center;\">SoTL101 Handout (<a href=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/SoTL101_Handout.pdf\">pdf<\/a>)<\/p>\n<ol>\n<li style=\"text-align: left;\">After reading a short scenario, small groups worked in teams to revise draft research questions.<\/li>\n<li style=\"text-align: left;\">A short think-pair-share helped participants to begin to clarify SoTL\u00a0questions.<\/li>\n<li style=\"text-align: left;\">A 10-minute free-write was used to generate ideas for a SoTL research question.<\/li>\n<li style=\"text-align: left;\">Each person spent 2-minutes pitching their question to a partner as an &#8220;elevator pitch&#8221;<\/li>\n<\/ol>\n<h2>Homework<\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-5856 size-medium alignright\" src=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.41-1-209x300.jpg\" width=\"209\" height=\"300\" srcset=\"https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.41-1-209x300.jpg 209w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.41-1-768x1102.jpg 768w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.41-1-714x1024.jpg 714w, https:\/\/blog.stetson.edu\/brown-center\/wp-content\/uploads\/2017\/01\/2017-01-12-11.30.41-1.jpg 1637w\" sizes=\"auto, (max-width: 209px) 100vw, 209px\" \/><\/p>\n<ul>\n<li class=\"li1\"><span class=\"s2\">Start working on your research question.\u00a0 As you refine the question, submit it at this link:\u00a0<a href=\"https:\/\/www.surveymonkey.com\/r\/SoTL1\"><span class=\"s3\">https:\/\/www.surveymonkey.com\/r\/SoTL1<\/span><\/a>.\u00a0 You can submit as many times as you like.<\/span><\/li>\n<li class=\"li1\"><span class=\"s2\">Find a single SoTL article that is related\u00a0to your question<\/span><\/li>\n<li class=\"li1\"><span class=\"s2\">Reach out to your accountability buddy by Jan 27.\u00a0<\/span><\/li>\n<\/ul>\n<div class=\"page\" title=\"Page 13\">\n<div class=\"section\">\n<div class=\"layoutArea\">\n<div class=\"column\">\n<blockquote><p>Join the next workshop\u00a0\u201cRefining your Question and Literature Review\u201d on\u00a0Friday, February 3rd, 2-5 pm in Library 25L.<\/p><\/blockquote>\n<p class=\"p1\"><span class=\"s1\"><b>Upcoming workshops<\/b><\/span><\/p>\n<ul class=\"ul1\">\n<li class=\"li1\"><span class=\"s2\">Feb 3, 2-5pm: Refining your question &amp; literature review (II)<\/span><\/li>\n<li class=\"li1\"><span class=\"s2\">Feb 24, 2-5pm: Choosing your methodology (III)<\/span><\/li>\n<li class=\"li1\"><span class=\"s2\">Mar 31, 2-5pm: Resources &amp; planning for dissemination (IV)<\/span><\/li>\n<li class=\"li1\"><span class=\"s2\">Apr 7: SoTL Roundtable at the Colloquium on Teaching &amp; Learning Innovation<\/span><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<h2>Literature Resources<\/h2>\n<p>Felten, P. (2013). Principles of good practice in SoTL. <i>Teaching and Learning Inquiry: The ISSOTL Journal<\/i>, <i>1<\/i>(1), 121-125. (pdf)<\/p>\n<p>Cruz, L. (2016). The Scholarship of Educational Development: A Taxonomy. <i>To Improve the Academy<\/i>, <i>35<\/i>(2), 222-228.<\/p>\n<p><span class=\"s2\">Bishop-Clark, C., &amp; Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Stylus Publishing, LLC.<\/span><\/p>\n<p>Poole, G. (2013). Square one: What is research? In K. McKinney (Ed.), The Scholarship of Teaching and Learning in and Across the Disciplines. Bloomington, IN: Indiana University Press. 135-151.<\/p>\n<p>Bloch-Schulman, S. (2016). A Critique of Methods in the Scholarship of Teaching and Learning in Philosophy. <i>Teaching &amp; Learning Inquiry<\/i>, <i>4<\/i>(1), 1-15.<\/p>\n<h2 class=\"p1\">Other Resources<\/h2>\n<ul>\n<li><span class=\"s1\">Chick, N. (n.d.). SoTL Guide \u2013 a guide from the Taylor Institute for Teaching and Learning. Retrieved December 15, 2016, from http:\/\/sotl.ucalgaryblogs.ca\/<\/span><\/li>\n<li><span class=\"s1\">Research in Action Podcast. (2016). RIA #19: Dr. Peter Felten on Scholarship of Teaching and Learning (SoTL) \u2013 Ecampus Research Unit | Oregon State University. In Research In Action Podcast. Oregon State University. Retrieved from <a href=\"http:\/\/ecampus.oregonstate.edu\/research\/podcast\/e19\/\"><span class=\"s2\">http:\/\/ecampus.oregonstate.edu\/research\/podcast\/e19\/<\/span><\/a><\/span><\/li>\n<li><span class=\"s4\">Teaching journals directory: \u00a0 <a href=\"http:\/\/cetl.kennesaw.edu\/teaching-journals-directory\"><span class=\"s2\">http:\/\/cetl.kennesaw.edu\/teaching-journals-directory<\/span><\/a><\/span><\/li>\n<li><span class=\"s4\">Teaching conferences directory: <a href=\"http:\/\/cetl.kennesaw.edu\/teaching-conferences-directory\"><span class=\"s2\">http:\/\/cetl.kennesaw.edu\/teaching-conferences-directory<\/span><\/a>\u00a0<\/span><\/li>\n<li><span class=\"s1\">SoTL Publications &amp; Publishers:\u00a0<span class=\"s2\">http:\/\/issotl.com\/issotl15\/node\/2<\/span><\/span><\/li>\n<\/ul>\n<p>[Next: <a href=\"https:\/\/blog.stetson.edu\/brown-center\/2017\/02\/recap-sotl-workshop-ii-refining-your-sotl-question-starting-your-literature-review\/\">Workshop II &#8211; Question Refinement &amp; Literature Review<\/a>]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>[prezi id=&#8221;hmnfmx6agoz9&#8243;] Prezi: Stetson SoTL Workshop Series SoTL101 Handout (pdf) &#8220;The Scholarship of Teaching and Learning is the systematic inquiry of student learning using appropriate methodology \u2013 informed by prior scholarship \u2013 and going public with the results.&#8221; ~ Elon Center for Engaged Learning On\u00a0January 12, 2017 the Brown Center for Faculty Innovation and Excellence [&hellip;]<\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[138],"tags":[140,128,113],"class_list":["post-5829","post","type-post","status-publish","format-standard","hentry","category-communities-of-practice","tag-recap","tag-sotl","tag-workshops"],"_links":{"self":[{"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/posts\/5829","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/comments?post=5829"}],"version-history":[{"count":18,"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/posts\/5829\/revisions"}],"predecessor-version":[{"id":13446,"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/posts\/5829\/revisions\/13446"}],"wp:attachment":[{"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/media?parent=5829"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/categories?post=5829"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.stetson.edu\/brown-center\/wp-json\/wp\/v2\/tags?post=5829"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}