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.
Spring 2018 Program
We are available to talk to faculty members about any aspect of their teaching scholarship interests. Contact Steve Buzinski at email@example.com to schedule a time to meet.
The CFE is interested in creating a physical and intellectual space for the discussion and production of the Scholarship of Teaching and Learning (SoTL). Thus, this semester we are introducing the CFE SoTL Open Laboratory Consortium.
SoTL Open Lab Consortium: The “open laboratory consortium” initiative is intended to bring together faculty members who want to discuss and advance their teaching-related research without the formal commitment of a faculty learning community. The informal sessions will provide the time, space, and peer-community necessary to develop research ideas as well as materials and procedures. If you plan to attend, please bring both your ideas and your laptop computer – we will be working! And, of course, the CFE will provide the light refreshments and ample amounts of coffee necessary for productive academic work.
UNC SoTL 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.