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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Defining research as an intro to SoTL: Reflections of a serial tinkerer

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

I’m willing to chat with just about anyone about the scholarship of teaching and learning – anytime, anyplace! Happily, in my role at Illinois State University, it’s my full-time job! I would have to say, though, that across the scope of topics and tasks that are a part of my day-to-day work, one of my most preferred activities is conducting workshops with stakeholders new to SoTL. Whether it’s a two-hour workshop or a two-day event, the “intro to SoTL” experience is one that fascinates me, as it presents the challenge of working with diverse groups of individuals, each with different motivations and understandings of the topics at hand. 

It’s either a strength or a weakness that I am a serial tinkerer. I constantly make large or small changes to my teaching or my educational development materials – and my intro to SoTL workshop materials do not escape this habit! Using feedback from workshop attendees, questions asked during workshops, my own personal reflections, and new/emerging resources from external sources, I seek to improve to my work in defining SoTL and mentoring the development of SoTL projects. 

One of my enduring challenges with planning my intro to SoTL workshops has been figuring out a way to unite workshop attendees in viewing scholarship as being a broad endeavor, one that can be approached in a variety of ways for a variety of reasons. I truly believe that most faculty, staff, and students *think* they believe this to be true, but there are times when subsequent comments/questions about rigor and value of various forms of scholarship (and SoTL) make me wonder. So, I continue to tinker, and in doing so, work towards ways to best make the point that one discipline’s perceptions/definitions of research might not match those of another. 

To this end, one of my most recent add-ins to my intro to SoTL workshop was developed after recently re-reading Gary Poole’s excellent chapter (Square One: What is Research? in McKinney, 2013, citation below) which discussed how entrenching ourselves in disciplinary approaches to scholarship restricts SoTL engagement. So now, rather than starting intro workshops talking about SoTL, I begin them by talking about the broader topic of research. I’ve found this to be an perfect way to identify and acknowledge disciplinary perspectives (and biases) about research and to make the point that research may be a much broader enterprise than some participants recognize. 

How does this process work? I have attendees reflect for a few minutes then write a draft definition of research and share with a small group around them. After a bit of small group sharing, we turn to the larger group for consideration, comparing and contrasting our definitions for research. I’ve found that this exercise sets the stage nicely for discussions about the diversity of approaches evident in all scholarly work, SoTL included. Even in a short two-hour workshop, this has been time very well spent. One recent attendee called it an “aha moment” in really understanding his perspectives on research. 

Last Friday, I facilitated an intro to SoTL workshop for 12 faculty and staff from across my campus. Disciplines represented were: business management, politics and government, social work, speech-language pathology, education, technology, software design, finance, english, and history. Due to this array of department/school affiliations, I was not surprised when attendees defined research as:

  • the search for statistical significance to indicate relationships between variables
  • what happens when two equivalent and randomly selected groups are compared
  • the process of answering a question
  • solving a puzzle
  • the examination of artifacts and data to reach a reasonable conclusion

Discussing these wildly different definitions as a large group was truly fascinating. After time, we agreed that a broader definition of research was most assuredly more inclusive of all disciplines’ approaches to scholarly work. It made our next discussions about the purposes, characteristics, limitations, and strengths of SoTL much easier for attendees to consider and evaluate. At one point, when one attendee asked about the generalizability of SoTL, another in her group replied, “maybe it’s another difference in how we think about research and perhaps generalizability isn’t always the goal.” Insert happy dance here. I may continue tinkering with other aspects of my intro to SoTL workshops in the future, but I feel fairly confident in saying that defining research will likely remain a standard “start” to my intro workshops. 

Blog reference:

Poole, G. (2013). Square one: What is research? In K. McKinney (Ed.), The scholarship of teaching and learning in and across the disciplines. Bloomington, IN: Indiana University Press.

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Perspectives on the Intro to SoTL Experience: An Invitation to Share and Collaborate

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

introductionIn the last few years, I’ve learned that there are a variety of ways that institutions of higher education introduce faculty and students to the scholarship of teaching and learning. At Illinois State, we have traditionally offered at least one “Intro to SoTL” workshop each semester (so, typically one in the spring and one in the fall) along with a variety of supports throughout the year to support SoTL work: 1:1 consultations, use of a SoTL Resource Group of disciplinary SoTL mentors, grants for research and travel, a robust website, etc. These opportunities have mostly focused on faculty; however, opportunities such as University Research Grants (which require student involvement as a co-investigator) and the certificate program in SoTL for graduate students do allow students access, as well.

Looking toward the future, I’m wondering what the most effective ways might be to “read” new folks into research on teaching and learning. I have feedback from colleagues on my campus on this topic, in addition to input from other institutions I’ve visited to provide intro to SoTL workshops and experiences. That said, I am eager to understand such experiences across a broader group of stakeholders and contexts.

To this end, I am wondering if any faculty, students, or SoTL professional developers might be interested in writing or contributing to a blog to explore the intro to SoTL process a bit. Specifically, I’d be interested in hearing from individuals who can:

  • describe an innovative model for intro to SoTL professional development opportunities or supports
  • discusses the sometimes tricky topic of explaining research methodologies in the context of an intro to SoTL experience
  • describes mechanisms to involve multiple campus units to support an intro to SoTL opportunity
  • shares data to assess the impact or outcomes of intro to SoTL professional development
  • profiles how advocacy for SoTL is integrated into an intro to SoTL experience
  • provides “lessons learned” from their first SoTL study or first SoTL mentorship experience
  • explain how a SoTL mentor supported and/or encouraged SoTL development or productivity

Other ideas are welcome, as well, as the list above is certainly not exhaustive.

If there’s interest, I’ve also been thinking about putting a group of SoTL professional developers together to share ideas and materials for intro to SoTL efforts. 

Folks interested in sharing their experiences and/or perspectives (through either a blog post, blog collaboration, or Intro group) are invited to contact me via email with ideas or questions (jfribe@ilstu.edu). Potential contributors should read conventions for blog posts on the SoTL Advocate, which were highlighted in a recent blog.