The SoTL Advocate

Supporting efforts to make public the reflection and study of teaching and learning at Illinois State University and beyond…


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New Funding Opportunities for ISU SoTLists!

The Office of the Cross Endowed Chair in the Scholarship of Teaching and Learning at Illinois State University is accepting applications for two grant programs: FY18 University Research Grants and FY17 Summer Mini Grants. Information related to each of these funding programs can be accessed via the Cross Chair website. An overview is provided for each program below. Contact Jennifer Friberg (jfribe@ilstu.edu) with questions.

FY18 University Research Grants:

The Cross Endowed Chair in the Scholarship of Teaching and Learning requests proposals for the Scholarship of Teaching and Learning URG Grant Program. The program provides scholarship of teaching and learning (SoTL) small grants to study the developmental and learning outcomes of ISU students. For 2017-2018, funded projects can focus on the systematic study/reflection of any teaching-learning issue(s) explicitly related ISU students.

Grants of up to $5,000 are available. Funds may be used for any appropriate budget category (e.g., printing, commodities, contractual, travel, student help, and salary in FY18). While 4-5 grants are expected to be awarded, all awards are subject to the availability of funds allocated for FY18. Proposals should be submitted by 5/22/17.

urg summer

FY 17 Summer Mini Grants:

The Cross Endowed Chair in the Scholarship of Teaching and Learning requests proposals for the Scholarship of Teaching and Learning URG Grant Program. The program provides scholarship of teaching and learning (SoTL) small grants to study the developmental and learning outcomes of ISU students. This funding program will award six mini-grants of $600 each to ISU faculty via a competitive application process. These funds will be awarded as a June 2017 stipend for work on a new or ongoing SoTL project at any stage of completion (e.g., writing an IRB, analyzing data, writing up findings). Proposals should be submitted by April 24, 2017.

mini summer


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Assessing the Reach of the SoTL Advocate Blog

Written by: Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University

The SoTL Advocate blog started as an advocacy and outreach effort to provide news, ideas, and resources for those interested in SoTL at and beyond Illinois State University in November of 2014. Our intention at that time was to post one blog per week and see what happened, assessing the process periodically. Here we are, 30 months later, so it seemed like a good idea to see where things stood in terms of the status of this blog.

The SoTL Advocate uses wordpress.com for publication of the blog. Statistics are available for all blog managers to use that yield interesting data related to readership and reach of the blog as a whole and of individual blog posts. I accessed the stats for the SoTL Advocate last week and am pleased to report the following:

  • Since November of 2014, we have posted 133 individual blogs and have counted 7197 visitors to our blog. These visitors have combined for 12,119 views of various blog posts.
  • The SoTL Advocate is accessed, on average, 5 times/day by unique readers.
  • Blog posts have most typically been categorized as SoTL resources (65 tags), ideas for SoTL research (47 tags), SoTL news (43 tags), publishing (43 tags), or SoTL report/opinion (18 tags).
  • While posts have been written primarily by Kathleen McKinney and I, there have been over 20 guest bloggers who have had their work posted on the SoTL Advocate.
  • In any given week, the most popular time for this blog to be read is Monday evening at 7pm (CST).
  • Since November of 2014, the SoTL Advocate has been viewed over 10,000 times by individuals in 56 countries. Countries most frequently accessing the blog in that timeframe are as follows: the USA (8208 views), Canada (1074 views), Australia (692 views), the UK (349 views), Malaysia (192 views), the Philippines (186 views), Brazil (136 views), South Africa (81 views), India (77 views), Ireland (77 views), and the Singapore (62 views).

blog reach

  • The most popular blogs (measured by views from unique readers) posted to this site have been:
  1. Developing SoTL Research Ideas and Questions
  2. SoTL Applied: Evidence-based Strategies for Better Classroom Discussions
  3. SoTL Methodology Series #1: Case Study Research
  4. Application of SoTL: Strategies to Encourage Metacognition in the Classroom
  5. Might the 4M Framework Support SoTL Advocacy?
  6. Do We Need to Be Meta-theoretical in our SoTL Work?
  7. SoTL and Institutional Review Boards
  8. Reflections on the SoTL Scholar-Mentor Program
  9. Ideas for Engaging Students in SoTL: Notes from a Panel at the Annual Teaching-Learning Symposium at ISU
  10. Tips for Publishing SoTL Work

I have to admit that the readership of the SoTL Advocate was much larger than I had anticipated, and that we truly have a global readership. It would seem that the blog that Kathleen McKinney and I started has realized its mission (at least in part!) of being a useful resource for individuals interested in SoTL at and beyond Illinois State University. For that, I am thrilled. Thanks to the readers who have read and shared blogs from this site. Your readership and support is very much appreciated!

This recent assessment of the SoTL Advocate has led to clear areas of emphasis for this blog in the future:

  • Our global readership needs to be represented with global authorship! While we have posted blogs written by individuals from Canada and England, it would be wonderful if we could feature SoTL opinions, reports, and ideas from outside the United States with greater frequency.
  • The SoTL methods series (started in 2015 then shelved to cover other topics) will be resurrected in 2017. The three methods blogs that were posted were among the most read in the blog’s history.
  • Applied SoTL blogs are also quite popular, with posts featuring information about how to apply extant SoTL research being frequently accessed by readers. As such, resources will be devoted to increasing the number of applied SoTL blogs, moving forward.

More ideas are percolating, so stay tuned. Feel free to comment with suggestions below, as inspiration is always welcome.

Again, thanks for your support of the SoTL Advocate!


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Spring Break & Call for Contributors

There will be no SoTL Advocate post this week, as it’s time to enjoy a mid-term break!

While away, we would invite you to consider submitting a post for this blog. Ideas might include — but certainly aren’t limited to:

  • a report of a SoTL project that discusses preliminary/pilot/final data
  • ideas for a new SoTL project
  • reflection on involvement in SoTL as a researcher, mentor, or student
  • literature review that leads to application of extant SoTL research
  • directions for SoTL in the future
  • examples of cross-disciplinary or cross-institutional SoTL advocacy, research, or activity
  • visual representation of SoTL (e.g., documentary)
  • resources for others to use in terms of SoTL advocacy and/or outreach
  • tips for fellow SoTL researchers
  • information re: SoTL in individual disciplines

Blogs (or questions about authoring a blog) should be submitted to Jen Friberg (jfribe@ilstu.edu) and should adhere to the following guidelines:

  1. Blogs should be 750-100 words in length.
  2. Blogs are subject to editor review prior to acceptance for publication.
  3. The voice of the blog is up to its author. Feel free to write formally or conversationally, whatever best matches the blog topic.
  4. Blogs can include visuals. Provide a reference if image is not open-sourced or author-owned.
  5. If appropriate, please include a reference list for any citations in your blog. A suggested reading list is appropriate, as well.
  6. All blogs should include author affiliation and contact info (e.g., email address)


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Sometimes, there is more than the road…

Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University

Last fall, my son was struggling to complete a two-mile run in the required time frame to qualify for his high school’s varsity soccer team. Despite having met all other requirements, a nagging injury was making this last sksponge bobill particularly difficult.  On his third try, he was able to cross the finish line under the required time period…thankfully! Evidently, as he ran, my son channeled Sponge Bob*, chanting “focus on the road…there is nothing but the road” to concentrate on each step he took until his task was accomplished. In this case, a singular focus was appropriate and successful.

Why do I share this story about my son? Last week, I had a long conversation with a former colleague about SoTL advocacy. This colleague suggested that the only necessary advocacy for SoTL on a college campus involved provision of financial support for faculty SoTL research and associated travel. She went on to say that it was the role of individual faculty members to advocate for their SoTL research and to choose to involve (or not involve) students in these endeavors. Her assertion was that my role as a campus advocate for SoTL was so one-dimensional immediately reminded me of my son’s Sponge Bob quote. My colleague clearly believed that for SoTL advocacy, the focus should be only on the road (research support). I would argue there is much more to attend to!

In my view, SoTL advocacy is complex and is necessarily deep and broad, involving a variety of stakeholders across a host of contexts. In July, I questioned whether the 4M framework could support SoTL advocacy. As I prepared my internal FY17 report for my institution’s administration, I’ve listed the accomplishments of my office as aligned with the major objectives that were set a year ago. Additionally, I’ve assessed successes in advocating for SoTL in at the micro, meso, macro, and mega levels. Though this was not a requirement of my institutional review, I felt there might be benefit in understanding which levels might need more support, moving forward. A few strategies that I’ve employed this year in each area of the 4M framework are described below:

       
Micro

(individual level)

Meso

(departmental level)

Macro

(institutional level)

Mega

(beyond institution)

·   Designed leveled SoTL workshops for faculty (Intro series and “master” classes for those with SoTL experience.

·   Co-created a certificate program for graduate students to learn about SoTL and plan a SoTL project with a disciplinary mentor.

·   Developed a mechanism to provide annual reports to college Deans and department/school directors to outline SoTL involvement and productivity for faculty and students. ·   Provided travel funds for 14 faculty to attend twelve different national/international research conferences to present their SoTL research.

·   Provided support for two new disciplinary SoTL journals.

·   Provided consultations to two departments, detailing efforts to increase visibility of SoTL on campus and acceptance of SoTL for promotion and tenure. ·   Utilized ISU’s SoTL Resource group to aid in strategic planning, workshop topic identification, and advocacy priorities.

Looking at my activities since July, I can now fully appreciate the perspective slotting each into micro, meso, macro, or mega categories allows. I feel as though I have been most effective at providing support for SoTL on the micro, macro, and mega levels; however, I noted that there is likely more for my office to do at the meso level. This information is important and has aided in setting goals for my office for FY18 — and would have been missed in the planning process without this extra analysis. Overall, this process helped me answer my question from July – yes, the 4M framework can be helpful in considering many aspects of SoTL advocacy. I would now argue that it can help plan AND assess advocacy efforts with an eye towards identification of opportunities for improvement.

Reflecting on needs and accomplishments has helped me draft major FY18 objectives for my office. While I may tinker a bit before these are finalized, I envision the following as the focus of the coming fiscal year:

  1. Harness social media and other web-based platforms (e.g., Twitter, Facebook, SoTL Advocate blog, Cross Chair website) to promote SoTL and provide resources for ISU faculty, staff, students, and administration.
  2. Support the design, completion, and dissemination of SoTL work by ISU faculty, staff, and students.
  3. Engage in internal and external collaborations to increase the visibility of and acceptance for SoTL at ISU and beyond.
  4. Increase involvement in SoTL nationally and internationally by members of the ISU community.

This process had led me to wonder how others how others engage in assessment of their SoTL advocacy efforts. Are there other models or frameworks being used? What are the metrics you use to determine successful advocacy or to anticipate needs for the future?

*Screen shot taken from https://www.youtube.com/watch?v=a0fORGwg45M. While I am not a fan of Sponge Bob, I was happy to see that my son’s television viewing when he was younger was actually useful to him at a later age!


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IRB Brown Bag Recap: A Focus on Risks/Benefits and Clarity of Proposals

Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University

Last Friday, 2/24/17, the Office of the Cross Endowed Chair in SoTL at Illinois State University hosted a 90-minute brown bag session to address questions about IRB construction for SoTL research. This session was co-hosed by Jen Friberg, Cross Endowed Chair and Alycia Hund (IRB Chair and Professor of Psychology) and was intended to address common issues and questions of faculty in a conversational and facilitative manner. While the Cross Chair’s office has posted guidance for Frequently Asked IRB Questions and has provided sample documents for IRB proposals, and Reseach and Sponsored Programs has provided enhanced guidance for using IRBNet and for proposal preparation and submission, this brown bag offered an opportunity for faculty to engage in dialogue that was helpful to all in attendance in clarifying a variety of facts. Most guidance was provided in the areas of risk/benefit and clarity of IRB proposals.

The following is a list of considerations discussed at this brown bag. While these are most applicable to ISU faculty and students as they align with IRB processes specific to our university, many will be important to individuals drafting an IRB for SoTL research at any institution:

  1. Risks and benefits are important to identify and acknowledge:
  • Make sure to acknowledge all real risks to all participants in your study. Most commonly, these will include coercion and threats to anonymity/confidentiality, employability, and/or reputation. Less frequently, threats to participants can include psychological distress or discomforts. Completely acknowledging any of these threats that can apply up front will ensure a stronger submission to the IRB.
  • Likewise, benefits to all participants can and should be addressed in a manner that balances any inherent risks that are a part of your study. It is acceptable if there are no direct benefits to the students in your SoTL study if there are minimal risks. Accordingly, if there are greater than minimal risks to students, then there should be some sort of benefit. Remember, compensation is NOT a benefit for participating in a study. Benefits identified can (and arguably should) include any impacts to future students as well as the program/department/discipline.
  • Another consideration related to risks and benefits: while many faculty seek to evaluate outcomes of an assignment/project in a course, the risks/benefits discussed in the IRB to study these outcomes relate to the research, not the assignment/project. It is the involvement in the SoTL study, rather than participation in the assignment/project. Thus, these risks/benefits should be the focus in any IRB.
  • There is some uncertainty as to whether anonymity is even truly possible. If you report that your data will be anonymous, detail CLEARLY how this will be the case. Any threats to anonymity or confidentiality need to be disclosed in informed consent documents.
  1. Clarity of IRB proposals is often a concern:
  • Often times, when SoTL IRBs are sent to full review, it is because there is a lack of clarity in the description of the research. Make sure that you clearly define your research in terms of your overview, aims, methods, recruitment, data to be collected, etc. Spell out a clear plan that explains how your data will be used, how it will be shared, and who will be at risk/benefit.
  • Often, IRB reviewers have a difficult time following the “players” in a SoTL project. Keep your labels consistent. For instance, don’t refer to students as “students,” “participants,” “subjects,” “consentees,” etc. all at the same time. Pick one label and stick with it for consistency. Don’t be afraid to use names for clarity, particularly for the PI, any co-PIs, consenters, and/or instructors of record (if different than PI/co-PI).


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Studying Outcomes from Study Abroad: Pre-Travel Thoughts

Written by: Jennifer Friberg, Cross Endowed Chair in the Scholarship of Teaching and Learning and Associate Professor of Communication Sciences and Disorders at Illinois State University

Study abroad has become something quite common at many college campuses, Illinois State University included. Faculty may believe that such experiences for students constitute out-of-class opportunities to develop, apply, and/or synthesize knowledge and skills learned in the classroom. Students may engage in study abroad programs to see the world, nurture an appreciation of different cultures, develop enhanced disciplinary/vocational knowledge, or grow interpersonal/intrapersonal skills. This is not an exhaustive list! There are many faculty and student motivations for the growth in study abroad; however many who participate in such programs aren’t able to cite systematic evidence about student learning as a result of study abroad participation…So, my question is (for reasons that will become evident below) what does SoTL tell us about study abroad?

briggs blogCindy Miller-Perrin and Don Thompson published an article titled “Outcomes of Global Education: External and Internal Change Associated with Study Abroad” in New Directions for Student Services in 2014. This article provided a lovely literature review of possible learning outcomes resulting from scholarship on the study abroad experience, broadly categorizing these into two groups, explained below with a sampling of evidence:

External learning outcomes (focused on interpersonal and disciplinary learning) as a result of study abroad have been noted in areas such as second language acquisition, intercultural learning, globalization, and disciplinary knowledge. Internal learning outcomes have been noted in areas such as emotional, intellectual, and spiritual growth following study abroad.

Though there is a good deal of SoTL work focused on external learning outcomes post-study abroad, Miller-Perrin and Thompson (2014, p. 80) report that:

“Although much attention in the research literature has focused on external outcomes, internal changes that occur in the lives of students who study and live abroad are also important…and, despite the importance of internal change, research addressing [these changes] has not received as much attention in terms of their connection to study abroad experiences.”

In my perusal of study abroad SoTL, I have noted other voids in extant research, most notably those focused on purpose and duration. Faculty plan and lead study abroad experiences for students for a variety of reasons that might impact learning outcomes and, similarly, the length of trip could impact learning outcomes (e.g., short term vs. long term study abroad. We don’t know far more than we do know – that much is clear!

In the last two years, I’ve had the opportunity to be involved in three study abroad trips with students from my department. I have attended two as a faculty chaperone. I will serve as the director for the third in March 2017, as I accompany 33 students to Spain as part of a cultural immersion experience. Anecdotally, I believe that the students on the first two trips I was part of learned a great deal, developing an enhanced intrapersonal awareness as part of the travel process. As these were simply observations, I wanted to develop a study to investigate the outcomes of this experience for students. I have a bit of data to report, relative to internal/external learning outcomes already…and we haven’t even traveled yet!

A bit about this program to understand my context for study: Students attending this trip are all speech-language pathology majors from my university (two are graduate students, 31 are undergrads). Three-quarters of students had been out of the country before. This is a short-term, faculty-led trip which will take us to Spain for 10 days over my institution’s spring break. We plan to visit five cities and engage in a “day with a speech-language pathologist” practicing in Spain to learn about professional practices abroad. Students will earn three academic credits towards an independent study for participating in pre-travel meetings, travel activities, personal reflection, goal setting activities, and one post-travel meeting.

During our first pre-travel meeting, students were asked to list five things that they hoped to learn as a result of their study abroad experience. Results were as follows (categories where more than 5 students reported similar outcomes are reported):

External Learning Expectations (N=36) Internal Learning Expectations (N=52)
Learn about Spanish culture (n=14)

Become more knowledgeable about Spanish landmarks and history (n=6)

Speak Spanish with greater confidence (n=5)

Learn about speech-pathology practices in Spain (n=5)

Change my own self-perspective (n=10)

Be present (e.g., put my phone down; n=10)

Develop greater independence (n=9)

Take chances outside my comfort zone (n=9)

Develop an adventurous spirit (n=7)

 

Additionally, I asked each student to set a three personal goals that they would work towards before and during their study abroad experience. I provided no requirements as to what areas these goals needed to address, rather I asked students to focus on aspects of their own lives that growth would be impactful in their goal setting. A total of 99 goals were submitted. Of these, 19 of the students’ goals focused on external learning outcomes (primarily cultural learning and empathy) while 80 were focused on internal learning outcomes (broadly critical self-examination and mindset). Happily these more internally-focused goals were consistent with work my colleague Erin Mikulec and I have been doing in terms of defining “knowledge of self” as a result of out-of-class learning, which will potentially add additional layers of richness to our separate, but ongoing work (Friberg & Mikulec, 2016).

So, while there is the least amount of information in extant SoTL literature on internal learning, my students have shown a clear indication that expected internal learning outcomes are most predominant in their minds, pre-travel. During our trip, students will journal regarding growth towards achieving their goals and have been asked to submit at least one photo per goal, showing (from their own perspective) growth in their areas of focus. I am beyond curious to see how my students will represent their learning visually. Analysis of their reflective journals, final goal progress reports, and other qualitative data will – hopefully – yield interesting outcomes to grow the evidence-base for study abroad. Stay tuned!

Are you in the process of studying outcomes from study abroad? Please share in the comments below!

Blog References:

Friberg, J. C. & Mikulec, E. (2016). Developing a taxonomy to measure out-of-class learning. Paper presented at the annual meeting of the International Society for the Scholarship of Teaching and Learning, Los Angeles, CA.

Miller-Perrin, C. & Thompson, D. (2014). Outcomes of global education: External and internal change associated with study abroad. New Directions for Student Services, 146, 77-89.


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Where Can My SoTL Be Published?

Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Associate Professor of Communication Sciences and Disorders at Illinois State University

By far, the most frequent question I’m asked by faculty at Illinois State University who are interested in SoTL is “if I do this sort of project, where can my SoTL be published?” It’s a great question in light of the need to share our SoTL work in order for it to be…well, SoTL. While there are numerous venues to present and share SoTL informally across disciplines, many faculty are interested in traditional publication outlets to share their work with others for a variety of reasons (e.g., disciplinary value placed on journal publication). I have to believe that this question is not isolated to faculty at my institution!

While ISU’s SoTL website has always featured a great list of SoTL publication outlets, I’ve been working on updating this list and providing additional information related to aims and scope for each of these journals. These updates will be completed shortly and the URL will be updated here upon their completion. Until then, here’s what I’ve been working on in table format: a list of currently publishing SoTL-friendly journals, with hyperlinks and brief descriptions of the aims/scope for each journal. Please note that this initial effort focuses ONLY on cross- or multi-disciplinary SoTL journals. Look for a similar list/table for separate disciplines in the future!

I hope you find this summary useful. Please feel free to suggest other outlets that I may have left off this list in error in the comments section below.

Journal Name Aim/Scope/Description of Journal

(excerpted, sometimes verbatim, from websites)

Academic Exchange Quarterly Academic Exchange Quarterly welcomes submissions that contribute to effective instruction and learning regardless of level or subjects. We welcome papers derived from doctoral study, presented at conference/symposium/workshop, or original research conducted under a grant or fellowship.
Active Learning in Higher Education Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.
Assessment Update Assessment Update is dedicated to covering the latest developments in the rapidly evolving area of higher education assessment. Assessment Update offers all academic leaders up-to-date information and practical advice on conducting assessments in a range of areas, including student learning and outcomes, faculty instruction, academic programs and curricula, student services, and overall institutional functioning.
College Teaching College Teaching provides an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level. The journal publishes three kinds of articles. Regular, full-length articles of up to 5,000 words reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline. Full-length articles also describe innovative courses and curricula, faulty development programs, and contemporary developments. Quick Fix articles, up to 500 words, present techniques for addressing common classroom problems. Commentaries, up to 1,200 words, provide thoughtful reflections on teaching.
Higher Education Research and Development Higher Education Research & Development informs and challenges researchers, teachers, administrators, policy-makers and others concerned with the past, present and future of higher education. The journal publishes scholarly articles that make a significant and original contribution to the theory, practice or research of higher education. We welcome theoretical, philosophical and historical articles and essays that address higher education in any of its dimensions. Equally, we welcome empirical higher education studies, which employ qualitative, quantitative, and mixed methodologies including big data. All articles must propose fresh critical insights into the area being addressed and be appropriately framed for an international audience.
Innovative Higher Education Innovative Higher Education publishes diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal. It strikes a balance between practice and theory by presenting articles in a readable and scholarly manner to both faculty and administrators in the academic community.
Interdisciplinary Journal of Problem-Based Learning The Interdisciplinary Journal of Problem-Based Learning publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning in K-12 or post-secondary classrooms.
International Journal of the Scholarship of Teaching and Learning International Journal for the Scholarship of Teaching & Learning is an international forum for information and research about the scholarship of teaching and learning (SoTL) and its implications for higher/tertiary education. This journal publishes manuscripts that fall into two main categories: research articles and essays.
International Journal of Teaching and Learning in Higher Education The International Journal of Teaching and Learning in Higher Education provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. The IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning (SoTL) across diverse content areas, educational institutions, and levels of instructional expertise.
Journal of Effective Teaching The Journal of Effective Teaching is an electronic journal devoted to the exchange of ideas and information about undergraduate and graduate teaching. We invite contributors to share their insights in pedagogy, innovations in teaching and learning, and classroom experiences in the form of a scholarly communication which will be reviewed by experts in teaching scholarship. Articles which draw upon specific-discipline based research or teaching practices should elaborate on how the teaching practice, research or findings relates across the disciplines.
Journal of Faculty Development The Journal of Faculty Development is an independent, peer-reviewed journal published by New Forums Press. Issued three times yearly, it is a medium for the exchange of information regarding faculty development in post-secondary educational institutions. The Journal of Faculty Development invites a wide variety of manuscripts, ranging from research studies (using qualitative or quantitative methodologies) to those focused on theory and philosophy that are related to issues in faculty development, professional development, higher education pedagogy, curriculum, leadership, program design and implementation, and evaluation and assessment.
Journal of the Scholarship of Teaching and Learning The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the scholarship of teaching and learning in higher education for the community of teacher-scholars. Submissions should be theory-based and supported by evidence. JoSoTL’s objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base. Themes of the journal reflect breadth of interest in the pedagogy forum and include the following: data-driven studies, reviews, case studies, and invited comments/reviews.
Journal of University Teaching and Learning Practice The Journal of University Teaching and Learning Practice is a peer-reviewed journal publishing papers that add significantly to the body of knowledge describing effective and innovative teaching and learning practice in the higher education environment. The journal aims to provide a forum for educational practitioners in a wide range of disciplines to communicate their teaching and learning outcomes in a scholarly way. Its purpose is to bridge the gap between journals covering purely academic research and more pragmatic articles and opinions published elsewhere.
Journal of Excellence in College Teaching The Journal on Excellence in College Teaching is a peer-reviewed journal published at Miami University by and for faculty at universities and two- and four-year colleges to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. The Journal provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching.
Research and Practice in College Teaching Research & Practice in College Teaching’s objective is to publish articles focused on promoting student learning. Articles should address themes around promoting effective practices in teaching and learning. The Journal reflects the breadth of the work in the scholarship of teaching and learning. Articles in the following categories are sought: data-driven studies, literature reviews, and case studies.
Teaching and Learning Inquiry Teaching and Learning Inquiry (TLI) features original research and commentary on SoTL. TLI publishes insightful research, theory, commentary, and other scholarly works that document or facilitate investigations of teaching and learning in higher education. These may include empirical and interpretive investigations, theoretical analyses, thought-provoking essays, or works employing other genres. TLI showcases the breadth of the interdisciplinary field of SoTL in it’s explicit methodological pluralism, its call for traditional and new genres, and its international authorship.
Teaching in Higher Education Teaching in Higher Education publishes scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship.
Teaching Professor The Teaching Professor is a newsletter (published 10 times annually) that focuses on topics such as instructional technology, faculty mentoring, academic integrity, assessment, course design, student engagement, online education, and even instructor confidence. Articles dig into specific aspects of these broader categories. Authors approach topics from different perspectives and present original ways to consider familiar topics and themes.