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

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SoTL as Public Scholarship: Call for Chapter Proposals

Shared by: Nancy Chick & Jennifer Friberg, Project Editors     

Proposals due Dec 15, 2019

The ISSOTL19 conference theme, “SoTL Without Borders: Engaged Practices for Social Change,” was a field-changer that foregrounded intentional conversations that have only popped up here and there at previous conferences.   It challenged some to view SoTL in new ways, and invited others to bring their backstage SoTL goals into the spotlight. This moment helped us more fully consider SoTL’s potential to effect change. The conference ended with a closing plenary that called for an amplification of the field by exploring how we might conceive of “SoTL as Public Scholarship,” how we might extend its purpose toward advocacy, its audiences toward a broader public, its products toward more public forms of communication, and its influence beyond courses and academic programs.

ISSOTL19 participants left Atlanta committed to continuing the conversation and, more importantly, making things happen.  ISSOTL is “building on the ideas and optimism” of the conference by sponsoring a new “public SoTL” model of its International Collaborative Writing Groups (see here) to support the development and capacity for this work among SoTL practitioners and supporters. 

We are also eager to “build on the ideas and optimism shared in Atlanta” by more fully articulating the vision of SoTL as public scholarship.  We are editing a book under contract with Stylus Publishing to feature innovative, forward-thinking, field-amplifying work that guides SoTL in its potential for reaching “the public.”  

We here call for proposals for two key chapters in SoTL as Public ScholarshipSee below for the description of each.

  1. SoTL and traditional media:  Though platforms such as weblogs and social media are used to publicly share various aspects of SoTL, it is unknown to what extent SoTL scholars are using more traditional media such as radio, newspapers, magazines, or television to share work publicly.  These are among the most public-facing ways of reaching a large, non-academic audience, yet they are also among the most challenging for SoTL scholars. We seek proposals for a thoughtful and useful chapter that both address the significance of this type of media for SoTL and guide readers in communicating through these less familiar venues.  The chapter will be 4,000 words.
  2. The international contexts of SoTL in considering the influence of geography, culture, and politics in public sharing: While this project might appear to presume that public scholarship is accessible to all potential stakeholders equally, we acknowledge that is likely untrue. Various social media platforms are inaccessible to citizens in certain countries, and some socio-cultural practices and political influences also impact how scholarship can be made public. This chapter will explore ways in which public factors such as these might impact the work of creating SoTL as public scholarship. The chapter will be 4,000 words.

750-word proposals are due on December 15. Please include CVs with relevant experiences highlighted for all authors.  Submit materials to both editors at  &

The first full drafts of these two chapters will be due by April 1, 2020.  The timeline for the book’s publication process is as follows:

  • Early April, 2020: Feedback on first drafts
  • June 1: Final drafts due
  • July 1: Manuscript submitted to Stylus
  • February 2021: Book publication

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Hot off the presses: Gauisus, Volume 7

Gauisus is the internal, peer-reviewed scholarship of teaching and learning (SoTL) publication at Illinois State University (ISU). Each published volume (except the first, which was published in pdf and print formats) are multi-media publications which contain varied representations of SoTL work. Representations may be scholarly papers or notes, online posters, videos, wikis or blogs and so on. The seventh volume of Gauisus was published this week, featuring four works by ISU faculty engaged in SoTL work. Abstracts are copied here, with links to each work:

Transition to Standards-Based Grading: Six Steps to Implement Badging in College Courses
Mandy White • Department of Special Education
Tara Kaczorowski • Department of Special Education
Robyn Seglem • School of Teaching and Learning

Traditional university courses assign points, which translate into letter grades, but those points earned do not always reflect the mastery of the intended learning outcomes for the course.  This becomes problematic because students seem more concerned about points and grades rather than learning. We transitioned to Standards-Based Grading over several semesters and identified six steps for implementing badging in college courses: (a) familiarize and redefine course outcomes, (b) evaluate and align assignments and activities, (c) create rubrics, (d) establish a recording system for badges, (e) initiate the communication cycle, and (f) define final course grades.

Perspectives of Non-Tenured Track Faculty Members and Doctoral Students Included in Mentorship and Professional Development
Allison Kroesch • Department of Special Education
Yojanna Cuenca-Carlino • Department of Special Education
Luminita Hartle • Department of Special Education
Sara Porter • Department of Special Education
Lauralyn Randles • Department of Special Education
Samuel Whitley • Department of Special Education
Mandy White • Department of Special Education
Adrianne Locke • Department of Special Education
Jamillah Gilbert • Department of Special Education
Ashley Wolinski-Norton • Department of Special Education
Krystal Lewis-Pratt • Department of Special Education

Non-tenured track faculty (NTTF) members and doctoral students (DS) often do not have the same opportunities to collaborate and participate in professional development with a variety of tenured-track faculty (TTF) members within a department. To increase collaboration, an Associate Professor in the Department of Special Education at Illinois State designed and implemented the GROWTH Mentoring Program. This program, in its fourth semester of implementation, encourages teams of faculty members (NTTF, TTF, and DS) to reflect on taught lessons with a peer, learn from various workshops, and participate in organized writing days. The purpose of this manuscript is to share the perspectives of the benefits and challenges of this mentorship program through the lenses of NTTF and DS who have participated in the program for the past year.

The Role of Universities in Workforce Development
Jennifer Peterson, Ph.D. • Department of Health Sciences
The purpose of higher education in the United States has been an issue of much debate.  Although higher education was originally developed as a method of producing upstanding young men for society, in recent years, many have argued that higher education should be preparing young adults for careers and jobs needed for a successful economy.  Traditionally, workforce development education has been the in the realm of community colleges.  However, as the price of education has increased, the demand for more highly educated workers has increased, and the value of higher education has been questioned, many feel that all levels of higher education should focus on workforce development.  This article identifies four major themes from the literature in this area, discusses current mental models that prevent universities from entering the workforce development realm, and provides recommendations for needed investigation and change if universities are to play an active role in workforce development.

Outcomes from a SoTL Certificate Program for Graduate Students
Jennifer Friberg, Ed.D. • Cross Endowed Chair in the Scholarship of Teaching and Learning
This power point set was presented at the 2019 meeting of EuroSoTL in Bilbao, Spain, and describes data collected from the first three cohorts of students to complete the Certificate of Specialized Instruction in the Scholarship of Teaching and Learning (CSI-SoTL) at Illinois State University. These slides describe the genesis of the CSI-SoTL program, the annual timeline for student participants, and explores data collected from the first two cohorts of enrollees. Overwhelmingly, CSI-SoTL student participants indicated that the program enhanced their interest and understanding of SoTL, provided an enhanced view of professional opportunities post-degree completion, and helped them to better understand research as a whole. Implications for future iterations of the CSI-SoTL program are presented, as well.

The purposes of Gauisus are the following: 1) to provide instructors writing about their teaching and learning a local but peer reviewed outlet to share what they and their students have done and learned and 2) to offer other instructors and students an accessible publication to read to obtain a sense of, and learn from, some of the scholarly teaching and SoTL projects conducted by their colleagues on our campus.

The name of the volume, Gauisus: Selected scholarship on teaching and learning at Illinois State University, stems from a “name the publication” contest in 2008. Pete Juvinall’s entry was chosen. Gauisus means glad, gladly, or joyful in Latin, as in the Illinois State motto/logo, “Gladly we learn and teach.” Reviewers are volunteers from ISU, and sometimes beyond, who must apply and are selected based on their experience with SoTL and reviewing scholarly work.