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SoTL and other Teaching as Research Resources & Toolbox

This toolbox provides resources to inform your course-based research project.

The articles linked below are from a special edition of :New Directions For Teaching and Learning, no. 136, Winter 2013. Published online in Wiley Online Library. This volume is edited by Regan A. R. Gurung and Janie H. Wilson.

Advancing Scholarly Research on Teaching and Learning

gurung-profile

Regan Gurung

This chapter provides a brief history of the Scholarship of Teaching and Learning (SoTL), delineates the main audience for this volume, and presents a framework of the volume with a preview of each chapter.


Using Assessment and SoTL to Enhance Student Learning

Coordinating SoTL and assessment efforts strengthens the processes of inquiry, evidence, and innovation that lead to the continual improvement of student learning. Examples are provided for how to work collaboratively with colleagues to use these processes to continually inform the teaching practices within classrooms, academic programs, and institutions.


Designing SoTL Studies—Part I: Validity

Shift and ShareThis chapter discusses how to improve validity in SoTL studies through generating appropriate measures and using designs that examine causality between an activity and students’ performance.


Designing SoTL Studies—Part II: Practicality

This chapter suggests solutions to common practical problems in designing SoTL studies. In addition, the advantages and disadvantages of different types of designs are discussed.


Statistical Models for Analyzing Learning Data

This chapter will provide potential models for analyzing learning data through a discussion of screening data and then analyzing that data using appropriate statistical techniques.


Navigating the IRB: The Ethics of SoTL

successThis chapter discusses Institutional Review Boards (IRBs) as they apply to the SoTL. Specifically, it describes when SoTL projects must receive IRB approval, why they must get IRB approval, the review process, and some special issues of concern with regard to SoTL.


Tell a Good Story Well: Writing Tips

Writing-GuyThis chapter gives reasons why writing is important, summarizes general writing guidelines common to many academic disciplines, and provides specific writing guidelines that authors should use to make their manuscripts stronger and more likely to be acceptable to editors.


Navigating the Minefields of Publishing

From the perspective of a journal editor and experienced author, this chapter provides counsel on the “ins” and “outs” of publishing empirical research in peer-reviewed journals.


For those in the sciences, resources on DBER: Discipline-based Educational Research and TAR: Teaching as Research are also of interest and very similar to resources in SoTL literature.

Want to know more about IRB? Consult UTK’s IRB process or attend an IRB 101 workshop.

These publications are also helpful:

Linder, K. E., Elek, E. D., & Calderon, L. (2014). SoTL and the Institutional Review Board: Considerations before navigating the application process for classroom research in higher education. Journal of the Scholarship of Teaching and Learning, 14(2), 1–14. doi:10.14434/josotl.v14i2.4217.

Martin, R. C. (2013). Navigating the IRB: The ethics of SoTL. New Directions for Teaching and Learning, Winter 201(136), 59–71. doi:10.1002/tl

Martin, R. C., Gurung, R. A. R., & Wilson, J. H. (2014). IRBs and Research on Teaching and Learning. Retrieved June 6, 2016, from http://teachpsych.org/Resources/Documents/otrp/resources/martin14.pdf

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