Building on the previous post introducing the scholarship of teaching and learning (SoTL), this post looks into the similarities and differences between SoTL and research. To recap, SoTL focuses on how we, as academics and teachers, use research to support our learning and teaching endeavours and examine our practice with the view to furthering the domain knowledge. It sounds simple, doesn't it? Just like research! But it is different, so let's explore that now.
What are the key similarities and differences between SoTL and research?
If we understand research to be a structured approach to informing a response to a question, then SoTL refines this further and narrows the bounds. SoTL is a structured approach to informing response/s to question/s about students and their education (including achievement, retention, transitions, and success); using these responses to make improvements; and sharing process and outcome knowledge with other educators (OALT, 2019). Through these two definitions, it is easy to see that SoTL is a more focused approach to research and includes specific elements such as reflection and feedback. The following table (OALT, 2019, p. 31) provides a brief comparison of the elements of research and SoTL.
One element listed in this table that often comes up for discussion is the reduction or buy-out of teaching because academics often want to reduce their teaching load so that they can focus on their research. Due to the nature of SoTL, i.e. that it focuses on one's teaching practice, it is not logical to reduce or buy-out teaching. Therefore, a key difference is the ability to use research funding to buy-out/reduce teaching and to "shift" some of the research work onto a research assistant. However, this is not possible in SoTL: in SoTL, it is expected that the academic/teacher will be conducting this research on their teaching in their context using their experiences and knowledge. This is not practical if the academic/teacher is not teaching.
So, how do we "do" SoTL?
Conducting SoTL has a broad yet consistent approach, regardless of the context. The process is similar to that of research, but also slightly different. Typically, an academic/teacher identifies a student problem, opportunity, or challenge (often simply referred to as the "problem"), and then uses the literature to support an approach to addressing this. That is, the proposed approach to the problem is evidence-based and grounded in research. Part of determining the approach to the problem is also deciding on the appropriate types of evidence that will be collected in order to demonstrate effectiveness and impact. Because a critical aspect of SoTL is dissemination, ethics approval is typically required before collecting the evidence, so this goes into the cycle as well. While implementing the approach, the evidence is collected and analysed. There can be iterative design approaches used where the approach is iterated and refined through a number of teaching cycles. After the approach is implemented, it is evaluated, and the results (positive or negative) are disseminated. Then the process can start again. Throughout the process, there is reflection and refinements. These parts all come together to build a picture and tell the story of how we are improving the student learning journey through our active, engaged learning and teaching practice. The following image is an attempt at describing the SoTL process, but it is typically not as linear and smooth as the image makes it appear.
Remember that the SoTL cycle depicted here is the smooth, flowing version, not necessarily the reality. SoTL can be an exciting process in which we can become caught in a loop of iteration and refinement because we always want to improve what we are doing. At times, this iteration and refinement loop may seem never-ending, but we need to disseminate so that we can receive feedback from peers and then continue to refine and iterate our approach. Keep in mind that our teaching contexts rarely stay constant, so our approach also needs some flexibility and adaptability.
How does this connect to your GELTS?
Through your GELTS project, you should be working through this SoTL cycle. In the application phase, you have already identified your student problem, the related literature, and your proposed approach. Now, you are working on implementing your proposed approach, which should also include ethics approval to collect the data that you are using to evidence your approach.
With that in mind, consider the following questions and let's start a discussion about your GELTS project in response to this thread.
In brief, what is your SoTL project?
How is it similar to or different from your typical discipline research focus?
How have you engaged with the SoTL cycle so far?
Have you considered reflection activities as part of your SoTL project?
Note that if you want to share a SoTL focus that you have outside of your GELTS, then feel free to do that, too.
Delving further
The field of SoTL is ever-expanding, so a quick Google Scholar or Library search will result in different articles in different disciplines for further reading and consideration. I have included two articles below if you would like to start with these. The first article provides an overview of SoTL from Hutchings' perspective (which is the introduction to his edited book on SoTL, Opening Lines), and the second article is a write up of a SoTL project in the science discipline. (I will endeavour to include a SoTL article from different disciplines as we go through the GELTS Coffee Course.)
Hutchings, P. (2000). Approaching the scholarship of teaching and learning. In: P. Hutchings (Ed.) Opening Lines: Approaches to the Scholarship of Teaching and Learning, (pp. 1-10) Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
Rowland, S. L. and Myatt, P. M. (2014). Getting started in the scholarship of teaching and learning: A “how to” guide for science academics. Biochem. Mol. Biol. Educ., 42,6-14. doi: 10.1002/bmb.20748
References
Office for the Advancement of Learning & Teaching [OALT] (2019). Applying for Academic Promotions Workbook: The Learning & Teaching Component. University of Southern Queensland: Toowoomba.