Purpose

Faculty interested in the scholarship of teaching and learning meet once a month to discuss topics related to SoTL. The group will discuss the characteristics of SoTL and the various methodologies that might be used when developing a teaching-related research project. The group provides mutual support for participant’s SoTL projects, including advice about the collection, analysis and interpretation of data, and preparation of submissions to conferences and journals.

Meetings

If you are interested in obtaining a copy of any of the citations listed below, please contact Mary Hallford at 473-7435 or mhallfor@uwf.edu.

• Thursday, September 6, 2007, Noon - 1:00 p.m.
  University Commons Conference Center Lounge
  Discussion Topic: Introduction to SoTL and the Group's Objectives

• Thursday, October 4, 2007, Noon - 1:00 p.m.
  University Commons Nautilus Chamber, Room 255
  Discussion Topic: M.T. Huber (2001). Balancing Acts: Designing Careers Around the Scholarship of Teaching. Change, July/August 2001. Volume 33, Number 4, Pages 21-29.
  

• Wednesday, November 7, 2007, Noon - 1:00 p.m.
  University Commons Nautilus Chamber, 255
  Discussion Topic: Case Studies in SoTL from Western Carolina University

• Thursday, January 17, 2008, Noon - 1:00 p.m.
  University Commons Nautilus Chamber, Room 255
  Discussion Topic: The Nature of SoTL and SoTL Grants and Resources
  What is SoTL?
  How Could I Do Scholarship of Teaching & Learning?
  

• Thursday, February 7, 2008, Noon - 1:00 p.m.
  Building 53, Room 214

• Thursday, March 6, 2008, Noon - 1:00 p.m.
  Building 53, Room 214
  Discussion Topic: Strategies for Supporting and Promoting Interest in SoTL

• Thursday, April 3, 2008, Noon - 1:00 p.m.
  Building 53, Room 214

Other Readings

Coppola, B. P., Seyhan N. E., & Lawton, R. G. (1997). "The University of Michigan Undergraduate Chemistry Curriculum 2: Instructional Strategies and Assessment." Journal of Chemical Education, 74(1), 84-94.

Vess, D. L. (2005). Asynchronous discussion and communication patterns in online and hybrid history courses. Communication Education, 54, 355-364.