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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Call for Contributors — Case Studies in Evidence-Based Education: A Resource for Teaching in Clinical Professions

Co-editors Jennifer C. Friberg (Illinois State University), Colleen F. Visconti (Baldwin Wallace University), and Sarah M. Ginsberg (Eastern Michigan University) invite submissions for their upcoming text: Case Studies in Evidence-Based Education: A Resource for Teaching in Clinical Professions. This text is under contract with Slack Publishers (late 2020 pub date expected).

This book will present evidence-based education case studies that support teaching in the same manner that evidence-based practice is used to support clinical practice. Case studies will describe one of two phenomena: how existing research on teaching and learning has been applied to adapt a learning context OR how course instructors have collected data and used it to inform changes to course design, content, or implementation. The key to all chapters will be the description of how research on teaching and learning can be used in the clinically-based classroom to encourage the use of evidence-based pedagogies.

Submissions are sought from contributors representing a wide variety of clinical disciplines including (but not limited to) the following:

  • Speech-language pathology
  • Audiology
  • Physical therapy
  • Occupational therapy
  • Nursing
  • Medicine
  • Optometry/ophthalmology
  • Physician Assistants
  • Psychiatry
  • Pharmacology
  • Radiography
  • Athletic Training
  • Public Health and Health Prevention
  • Physiology

Submission Process:

Those interested in contributing to this volume should submit a one-page (maximum) manuscript overview no later than March 22, 2019 to Jennifer Friberg ( This one-page manuscript overview should describe:

  • the teaching/learning context that is the focus of the chapter
  • how original data or existing research was applied to adapt the teaching/learning context
  • ways the evidence described in your chapter could be applied to other clinically-based disciplines.

Editors will review submitted manuscript overviews and invite selected contributors to submit complete manuscripts for inclusion in this volume. Each invited chapter will feature the following components, standardized across all chapters for flow and consistency, describing the use of research on teaching and learning to approach instruction from a scholarly perspective:

  • A description of the teaching/learning context focused on in the manuscript
  • Brief review of original data or extant literature applied to the teaching/learning context
  • If original data, a brief report of study methods and outcomes
  • Description of how original data/extant research was applied in the teaching/learning context
  • Additional ideas for how evidence could be applied in other contexts, with a cross-disciplinary perspective
  • Resources for readers to access additional research in this area

A sample chapter is available for review upon request. Questions? Please contact Jennifer Friberg (

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The Mind of SoTL

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

Today’s blog is a little different than most I write, but is offered as a reflection on an important part of SoTL for many of us: the people we are fortunate to work with to better understand the dynamic duo of teaching and learning. My thoughts here were inspired by a mid-morning video conference call today with two of my favorite people in the world: Sarah Ginsberg and Colleen Visconti, both SoTL enthusiasts and fellow professors of speech-language pathology. I met them almost a decade ago when we all served on a coordinating committee for a special interest group in the American Speech-Language-Hearing Association. Our work on that committee led to our first professional collaboration, as well as cherished, enduring friendships.

Today’s call focused on our next project together, an edited book focused on the application of research on teaching and learning in the clinically-based classroom (stay tuned for our call for submissions!). I knew before the call started that our conversation would be thoughtful, collegial, fun, and productive. I was not wrong. The thing is, though, most of my interactions with folks around various SoTL topics make me equally happy, both personally and professionally. Conversations with others have confirmed that I am not alone in this! One has to wonder why…

Since becoming involved with SoTL almost a decade ago, I have found it remarkable that cross-disciplinary groups of higher ed stakeholders can occupy the space surrounding SoTL — almost uniformly — with such positive intentionality. We are diverse in discipline, culture, language, thought, and praxis, but we are united by our passion for teaching and learning. I would offer that there’s something unique about this shared focus that transcends anything other than a true desire to advance our SoTL discipline. In that vein, we are invested both cognitively and emotionally in our SoTL work.

A few years ago, I wrote a blog post that offered: while the heart of SoTL is in the classroom* — and likely always will be — it was made clear to me last week that the mind of SoTL is focused on interactions and relationships that advance our knowledge of teaching and learning. I think that this notion of the “mind of SoTL” being focused on interactions and relationships is more crystallized for me now than it was two years ago. I’ve come to understand that even my solo SoTL work isn’t truly solo. It focuses on the intricacies of the teacher/learner dynamic in an effort to change future interactions for the better. Through my collaborative SoTL work, I’ve developed a wide network of fellow SoTLists who challenge and inspire me, and, through my interactions with them, bring joy to the work that I already love to do. Truly, I am thankful every single day to be a part of the global SoTL community.

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Hildebrandt Named 2018-19 Chizmar-Ostrosky Scholarship of Teaching and Learning Award Recipient

The Office of the Cross Endowed Chair in SoTL at Illinois State University is pleased to announce that Susan Hildebrandt (Ph.D., University of Iowa), Professor of Languages, Literatures, and Cultures, is the recipient of the 2018-19 Dr. John Chizmar & Dr. Anthony Ostrosky Scholarship of Teaching and Learning Award. Hildebrandt has been recognized for her excellence in research in the area of teaching and learning as well as her regular and enthusiastic support of the scholarship of teaching and learning (SoTL).

Dr. Susan Hildebrandt,
Professor of Applied Linguistics/Spanish and Coordinator of Teacher Education for the Department of Languages, Literatures, and Cultures at Illinois State University

At ISU, SoTL is defined as “the systematic study and/or reflection of our ISU students made public.” Throughout her academic career, Hildebrandt has used this definition to guide a great deal of her scholarly work. In doing so, she has developed a three distinctive lines of research: teaching languages to students with disabilities, use of service learning as a pedagogy, and pre-teacher knowledge and skill assessment at its intersection with educational policy. Hildebrandt’s scholarship on teaching and learning has been disseminated across a variety of venues: authored and edited books, book chapters, peer-reviewed journal articles, blogs, and numerous local, regional, and international presentations. Hildebrandt has regularly received internal and external grant funding for her SoTL work. Hildebrandt states that the scholarship of teaching and learning has “informed her teaching while pushing [her] to find and develop a scholarly voice within national conversations on teacher assessments and world language teacher education programs.” Hildebrandt’s recent SoTL projects have included:

  • Hildebrandt, S. A., & Hlas, A. C. (2018). Pedagogical content knowledge and language awareness as evidenced in the World Language edTPA. In P. B. Swanson & S. A. Hildebrandt (Eds.), Researching edTPA promises and problems: Perspectives from English as an additional language, English language arts, and world language teacher education (pp. 143-161). Charlotte, NC: Information Age Publishing.
  • Hlas, A. C., Conroy, K., & Hildebrandt, S. A. (2017). Student teachers and CALL: Personal and pedagogical uses and beliefs. CALICO Journal, 34, 336-354.
  • Swanson, P., & Hildebrandt, S. A. (2017). Communicative learning outcomes and world language edTPA: Characteristics of high-scoring portfolios. Hispania, 100, 331-347.
  • Hildebrandt, S. A., & Swanson, P. (2016). Understanding the world language edTPA: Research-based policy and practice. Charlotte, NC: Information Age Publishing.
  • Hildebrandt, S. A., & Swanson, P. B. (2014). World language teacher candidate performance on edTPA: An exploratory study. Foreign Language Annals, 47, 576-591.
  • Scott, S. S., Hildebrandt, S. A., & Edwards, W. A. (2013). Second language learning as perceived by students with disabilities. In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administrators: From theory to application (pp. 171-191). Boston, MA: Heinle.

Hildebrandt’s body of scholarship on teaching and learning has been disseminated across a variety of venues: peer-reviewed journal articles, book chapters, weblogs, and presentations at numerous local, regional, and international venues.

Hildebrandt has advanced SoTL at ISU by serving as a member of the SoTL Resource Group, a reviewer for and contributor to Gauisus, and a grant reviewer for the Office of the Cross Endowed Chair in SoTL. Additionally, she served as a mentor to a graduate student in the Certificate of Specialized Instruction in SoTL program.

Hildebrandt will be recognized for her receipt of this award at the 2019 University-Wide Teaching and Learning Symposium hosted by the Center for Teaching, Learning, and Technology at ISU later this week. She will be formally recognized with a plaque and honorarium at the upcoming Founder’s Day convocation ceremony in February, as well.