Scholarship of Teaching and Learning: Find Books

When the Scholarship of Teaching and Learning (SoTL) emerged, it often concentrated on individual faculty practice in one classroom; it is now, however, increasingly common to find work in SoTL focused more broadly. SoTL studies may engage with a cluster of courses, a program, a particular population of students, a pedagogical approach, or a field, all of which are represented in the essays collected here by authors from a diverse array of institutions and nations. This volume features examples of SoTL research conducted in, and applied to, a variety of contexts and disciplines, offering a theoretical framework for an expanded vision of SoTL that moves beyond the individual classroom.

Maps out what it looks like to be a SoTL scholar and how to get there by design. Becoming a SoTL scholar involves reckoning with one's academic identity, since SoTL occupies a liminal space outside of traditional disciplines. This book explores what happens after one has embraced the identity of a SoTL scholar. It describes the traits that determine one's credibility and expertise as a SoTL scholar, and delves into the ongoing collaborations, research groups, and networks that form much of that necessary SoTL community. Becoming a SoTL Scholar illustrates the different entry points offered by SoTL and provide inspiring narratives, practical advice, and aspirational proposals for the different aspects of being a SoTL scholar.

This volume provides readers with challenges that will motivate them to engage in SoTL and take their pedagogical research further. We include many key features aimed to help both the teacher new to research and SoTL and also researchers who may have a long list of scholarly publications in non-pedagogical areas and who have not conducted research.

This guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out their next steps.

This book offers advice on how to do, share, and apply SoTL work to improve student learning and development. Written for college-level faculty members as well as faculty developers, administrators, academic staff, and graduate students, this book will also help undergraduate students collaborating with faculty on SoTL projects. Though targeted at those new to the field of SoTL, more seasoned SoTL researchers and those attempting to support SoTL efforts will find the book valuable.

Intended as a resource to assist faculty and campuses in thinking carefully about ethical dimensions of the scholarship of teaching and learning, Ethics of Inquiry provides an overview of the issues, sets the context and offers multiple perspectives from which to view these issues.

This book builds on the scholarship of teaching and learning (SoTL) but takes this important work in a new direction: How does each discipline foster deep learning and help students think like disciplinary experts? With contributions from the sciences, humanities, and the arts, this book offers a critical evaluation of how to best foster student learning across the disciplines. The 14 chapters provide a summary of disciplinary SoTL work, examine and analyze traditional disciplinary pedagogies, and identify or propose signature pedagogies for the discipline.

A collection of lesson plans grounded in theory and the ACRL Framework for Information Literacy for Higher Education. 52 chapters provide approachable explanations of the ACRL Frames, various learning theory, pedagogy, and instructional strategies, and how they are used to inform the development of information literacy lesson plans and learning activities. Each section explores one frame, in which chapters are grouped by broad disciplinary focus: social sciences, arts and humanities, science and engineering, and multidisciplinary.

Based on the development of the Carnegie Academy for the Scholarship of Teaching and Learning, Into the Classroom clearly shows the advantages of bringing teaching into the public arena and making it possible for many people to see the nature and quality of the teaching that goes on inside schools. Into the Classroom outlines the myriad issues that must be addressed in order for the teaching profession to become a true learning profession.

A foundational SoTL text that features reports by eight Carnegie Scholars who developed a scholarship of teaching and learning that has advanced the profession of teaching and improved student learning.

This guide to the scholarship of teaching and learning shows how scientists, engineers, and mathematicians can draw on disciplinary knowledge and teaching experience to investigate questions about student learning. Through descriptions and many examples readers learn how to frame a research question, collect and analyze data, and disseminate the results.

The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.

This volume provides examples and evidence of the ways in which post-secondary institutions in Canada have developed and sustained programs around the scholarship of teaching and learning (SoTL) that impact the institutional pedagogical climate. Topics include: the historical development of SoTL in Canada, institutional SoTL practices, including evidence of impact, program design and case studies, and continuing challenges with this work.

Praise for The Scholarship of Teaching and Learning Reconsidered: "This book reframes the literature on the scholarship of teaching and learning, faculty development, assessment, and the future of higher education. The writing sparkles with fresh analysis on teaching, learning, academic culture, and the possibilities for change. This book will help both individual faculty and entire institutions to enhance scholarly teaching and to deepen student learning." --Peter Felten, assistant provost and director, Center for the Advancement of Teaching and Learning, Elon University

Going beyond definitions, how-to, theory, and debates about methods and standards, the contributors offer a SoTL primer documenting how practitioners have intentionally thought through key moments in their work. These procedural vignettes present powerful examples of what doing SoTL looks like when done well. The authors represent a range of disciplines. Contributions compellingly illuminate why their authors focused on a particular critical moment, the questions they asked as they refined their approaches, and the theoretical and observational tools they employed to conduct their research. The aim is to support potential practitioners, inform educational developers who teach new SoTL practitioners, and inspire experienced SoTL scholars to reflect on their own practice.

Combining real examples with a roadmap of how to construct studies, analyze results, and share work, this book serves as a primary research methodology text for the field of Scholarship of Teaching and Learning (SoTL).