This document provides an overview of Scholarship of Teaching and Learning (SoTL). It defines SoTL as research on effective teaching practices within one's own classroom with the goal of improving student learning. SoTL uses qualitative or mixed methods approaches and aims to answer specific research questions about teaching challenges. Though requiring IRB approval, SoTL is considered valid research that can be published and used for tenure. The document outlines starting with a research problem, collecting and analyzing student data, presenting findings at conferences, and publishing in specialized journals to disseminate SoTL research.

1. SoTL: Scholarship of
Teaching and Learning
Purdue North Central – Fall 2015

2. What is SoTL?
• Sometimes called “action research”
• Involves research on what is effective within your own classroom, with the
intention of improving student learning through analyzing your practices
• Often qualitative or mixed-methods in approach
• Can be done from an inductive or deductive perspective
• Considered just as valid as other types of research; can be published and
shared, and useful for tenure/promotion

4. Start with a “Problem”
• What are your biggest challenges in your course? How have you attempted to solve them?
• How might your frame these challenges in terms of specific research questions?
• Examples:
• Is the current attendance policy resulting in higher levels of achievement on course
objectives?
• How can an intervention activity improve performance on exams regarding quadratic
equations?
• How can deeper critical thinking be achieved through the use of feedback on essays?
• How does prior knowledge of a topic play a role in student understanding of new concepts
in beginning chemistry?
• How do students view and respond to group projects, and how do they impact learning?

5. SoTL and IRB
• Yes, you’ll have to go through IRB, though usually this type of research is exempt
from board review (Category 1 or 2)
• The key is to avoid exposing real names or linking identifiable data to any individual
student
• This means that if you use grades, assignments, or other course data, that it must be
anonymized
• Remember that you’ll have to ask for informed consent! That means you’ll have to
let students know they’re involved in your study, and you’ll have to honor their right
to be excluded

6. What SOTL Isn’t
• Not a randomized experimental study
• Not always controlled
• May not have large sample sizes, pretests, or post-tests
• Results are not (necessarily) generalizable
• Definitely not limited to certain disciplines or certain forms of evidence in
order to show your results
• Definitely NOT inferior to other forms of research

7. Conducting SOTL
• Work from your question and identify the types of evidence that you will have to work with
in the time that you have, such as:
• Student work samples and assessments
• Student evaluations
• The structure/design of your course
• Do a literature review and see what’s out there on the topic already
• The more types of evidence, the better! “Triangulating” the data is a good idea
• Analyze the data in terms of similarities and differences in what you see, and how it
corresponds to the question

8. Publishing
• Consider conferences with practitioner focus in your field, or in the
education or social science disciplines (i.e., EDUCAUSE, SITE, AACE,
Quality Matters, MERLOT)
• Poster sessions are often a great way to start sharing your research
• Many publications specialize in SOTL research:
http://www.issotl.com/issotl15/node/21

9. More Resources
• Vanderbilt SOTL “getting started” guide:
https://my.vanderbilt.edu/sotl/doing-sotl/getting-started/
• Guidebook to SOTL – thinking of a problem and the questions:
https://my.vanderbilt.edu/sotl/files/2013/09/1SoTLProblem4.pdf
• IRB guidance for SOTL: http://www.uwc.edu/employees/academic-
resources/irb/participant-guidelines
• Center for Engaged Learning at Elon University videos:
https://www.youtube.com/channel/UCNIm8Apo1feU73SPyxEXXgg