Scholarship of Teaching and Learning: Putting Teaching Improvement to Work!
The CFE is expanding its support for the Scholarship of Teaching and Learning (SoTL). SoTL represents a systematic, evidence-based approach to improving teaching and learning. With proper planning, UNC faculty members who are taking steps to improve student learning can collect data to help gauge the effectiveness of the changes they are making. In addition to providing useful feedback on teaching methods, such findings are also being used as a foundation for published articles, conference presentations, and to help bolster professional vitae.
The CFE already offers small grants to pay for data analysis support, to partially compensate instructor time working on SoTL publications, or to help pay for conference registration and travel where an instructor is presenting a SoTL poster or paper. Whether you are new to the scholarship of teaching and learning or a long-time practitioner, we hope you will take advantage of the SoTL support resources throughout the academic year.
Fall 2017 Program
Steve’s SoTL “Office Hours”
Faculty members are welcome to stop by the Center for Faculty Excellence (316 Wilson Library) or schedule a meeting with Steve to discuss their SoTL interests and projects. Here are Steve’s scheduled hours this fall:
- Friday, October 6: 9am-Noon
- Friday, October 27: 10am-Noon
- Friday, November 3: 9am-Noon
- Friday, November 17: 9am-Noon
- Friday, December 1: 9am-Noon
- Friday, December 8: 10am-1pm
CFE Research Associate Andrea Reubens is also available to discuss SoTL with interested instructors.
Scholarship of Teaching and Learning Workshop Series
Friday, October 13, 2017 12:15pm-1:15pm 304 Wilson Library
This workshop will introduce participants to the Scholarship of Teaching and Learning and how it can promote both teaching improvement and professional development. Focusing on pragmatics, participants will be introduced to sample SoTL projects, as well as a framework that may help them to generate their own SoTL research questions. Register Here
Friday, October 27 9am-10am 304 Wilson Library
This workshop will introduce participants to the intricacies of applying to the Institutional Review Board (IRB) for approval to conduct a SoTL research project. Participants will receive a sample IRB application and faculty members experienced with human-subjects IRB applications will be present to answer specific audience questions. Register Here
Friday, November 17 2:30pm-3:30pm 304 Wilson Library
This workshop will introduce participants to the costs and benefits of presenting and publishing SoTL projects. It will detail the resources available through CFE to offset the costs of doing so, and will feature a discussion on the merits of presenting and/or publishing in SoTL-specific vs. Disciplinary pedagogical (e.g., “Teaching of Psychology Journal”) outlets. Register Here
Friday, December 8 9am-10am 304 Wilson Library
This workshop will share with participants the results of a campus-wide survey on faculty engagement with, and attitudes toward SoTL; detailing divisional and department data (where available). Moreover, it will feature a discussion on how best to promote one’s SoTL research for professional development purposes. Register Here
One of our fall semester goals is to assess the state of SoTL at UNC. Please look out for a survey coming from CFE soon!
Scholarship of Teaching and Learning – UNC Examples
- Balaban, R., Gilleskie, D.B & Uyen Tran (2016). A quantitative evaluation of the flipped classroom in a large lecture principles of economics course. The Journal of Economic Education, 47:4, 269-287, DOI: 10.1080/00220485.2016.1213679
- Eddy, S. and Hogan, K. (2014). Getting under the hood: How and for whom does increasing course structure work? CBE—Life Sciences Education Vol. 13, 453–468, DOI: 10.1187/cbe.14-03-0050.
- McLaughlin, J. E., Roth, M.T., Glatt, D.M., Gharkholonarehe, N, Davidson, C.A., Griffin, L.M., Esserman, D.A., and Mumper, R.J. (2014). The Flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine: Volume 89: 2, 236–243, DOI: 10.1097/ACM.0000000000000086
- DeFays, H. and Henshaw, B. (2013). Course Correspondents: Bridging continents and connecting students. Presented at EDUCAUSE Learning Initiative Annual Meeting, Denver, CO. Retrieved from https://cfe.unc.edu/files/2017/09/ELIspring2013_poster_FIN.pdf.
- Persky, A. (2016). Does spacing homework improve learning in a team-based learning course? Presented at American Association of Colleges of Pharmacy Conference, Anaheim, CA. Retrieved from https://cfe.unc.edu/files/2017/09/Persky-Howework-Spacing-AACP-Poster.pdf.
- Buzinski, S. and Roberts, S. (2016). Insidious assumptions: Pluralistic ignorance in the classroom. Presented at the Eastern Conference on the Teaching of Psychology, Decatur, GA. Retrieved from https://cfe.unc.edu/files/2017/09/Buzinski-SoTL-Presentation-to-ETOP.pdf.
- Freeman, T. (2015). Low-stakes assessment in the high structure learning classroom: A juggling act. Presented at the CFE Faculty Showcase on Teaching, Chapel Hill, NC. Retrieved from https://cfe.unc.edu/files/2015/11/Freeman_Presentation.pdf.