For many years, SoTL has been conducted individually at different locations. Although many teachers want to conduct SoTL, there is a steep learning curve. It is time to alleviate the challenges, catalyze SoTL, and for a coordinated effort. One of the gold standards of SoTL in psychology (Wilson-Doenges, Troisi, & Bartsch, 2016; Wilson-Doenges & Gurung, 2012) is multi-site research. The first step in this process is a new Hub for Intro Psych Pedagogical Research (HIPPR; Director- Regan A. R. Gurung) designed to be a resource for instructors studying this major class. The site should launch in January , 2017.
Interested in SoTL? Want to carve out some time to make sure you get it done? Consider attending the annual STP SoTL Writing Workshop.
The STP SoTL Consulting Service/Website is designed to help students and faculty at every stage of conducting the Scholarship of Teaching and Learning (SoTL). SoTL is collectively defined as "the focus on theoretical underpinnings of how we learn, the intentional, systematic, modifications of pedagogy, and assessments of resulting changes in learning" (Gurung & Landrum, 2014, p. 1).
A group of SoTL consultants, faculty experienced in pedagogical research, are available for one-on-one consultation in key areas of SoTL. Whether you have a short quick question or an extended mentorship, we can help you get your pedagogical research going. You may also be interested in being an STP SOTL Scholar - attend our yearly SoTL Workshop.
Check out slides from our APS SOTL WORKSHOP (Andrew Christopher & Regan A. R. Gurung)
Quick Question on SoTL? Email Site Director, Regan A. R. Gurung (email@example.com).
Looking for a Mentor? Complete our short application and you will be paired with a mentor.
Would you like to be a SoTL Mentor? Complete our short application.
I look forward to hearing from you.
Regan A. R. Gurung, Ph. D.
Ben J. & Joyce Rosenberg Professor of Human Development and Psychology
University of Wisconsin - Green Bay.
RESOURCES TO GET YOU STARTED
- A brief introduction to SoTL. In this short slideshow I provide a one-stop overview of the SoTL enterprise, with key steps, and information to get your started. For more details on any of the parts of the process, check out a great tutorial on Doing SoTL (Vanderbilt University).
- Using SoTL to Advance your Academic Position (Smith & Schwartz, 2015). This edited volume provides perspectives on how using SoTL can be helpful for faculty who use SoTL in their teaching. Authors focused on providing faculty members with the rationale for using SoTL in their teaching and with concrete steps they can take (and pointers they can use) in applying SoTL to the classroom, job search, and tenure/promotion process.
- Handbook of Mixed-Methods Research.
- A Compendium of Scales for SoTL (Jhangiani, Troisi, Fleck, Legg, & Hussey, 2015). A well curated set of questionnaires for SoTL and chapters on best practices on the use of the same. Organized by topic, this compendium contains scale descriptions, validation information (if available), and marked references so scholars can examine past research that used each scale.
- Have questions about IRB use? Here is a great resource to help.
- Cross-disciplinary journals in SoTL (Kennesaw State University).
- Scholarship of Teaching and Learning in Psychology
- Teaching of Psychology (ToP)
- Psychology of Learning and Teaching (PLAT).
The following guidelines are intended to help mentors in the STP Scholarship of Teaching and Learning (SoTL) consulting service. These guidelines are intended to be aspirational (i.e., they are not proscriptive as every situation and relationship will vary). We recognize that mentors will require a degree of flexibility in how they accomplish the goals of the mentoring relationship. Nonetheless, mentors should make every effort to be congruent in spirit with the following points.
Establishing the mentoring relationship
- Review the mentee’s application materials to develop an initial sense of the mentee’s question.
- Negotiate a mutually agreed upon means and frequency of communication and mode of working. Some questions may be answered with a single contact.
- Clarify the goal(s) of the mentoring relationship. Establish what aspects of the project with which the mentee desires help. Be clear about your own limits and what you are capable and not capable of doing. If it becomes apparent during this process that you and the mentee do not have compatible goals/interests, notify the Director of the SoTL Consulting Service as soon as possible so that he/she can match your mentee with someone else..
- Have the mentee create a timeline for reaching his or her goal(s). Review these with the mentee. If at all possible, schedule meeting times (if applicable) in advance and provide general submission and feedback guidelines (e.g., by mid-July or within a week) or specific dates.
Conducting the project
- Always keep in mind the overarching purpose to increase the mentee’s SoTL research skills. It may be tempting to do something (e.g., an analysis) for the mentee. Instead, always look for how to increase the capability of the mentee to do the components of the project for him/herself.
- Guide the mentee towards appropriate resources whenever possible (and often) so as to advance the relationship.
- Provide constructive feedback. Each piece of feedback should be aimed toward how the mentee can do better next time. Feedback should be clear (unambiguous) and directive (a concrete path for how to correct the problem).
On Authorship: By default, your role is to answer a mentee’s questions and aid in any way needed to facilitate the project. Regardless of the extent of your contributions (e.g., advice, edits, etc.) mentoring does not equate to authorship. Some mentees may explicitly be looking for a co-author or invite a mentor to share authorship based on the mentor contributions, but mentees should at no point feel pressured to add a mentor as a co-author.
Conflict of Interest: Mentors should decline journal/presentation reviews of any projects completed by the mentee.
Concluding the mentoring relationship
- Assess whether the original goal has been satisfactorily met.
- Determine if any additional goals have arisen during the process. If so, reevaluate whether to continue the relationship or establish a new application for a different mentor with appropriate skills to address the new question.
- Evaluate and invite feedback on the mentoring process.
Keep records during all phases of the mentor-mentee process (see the Mentor-Mentee Tracking Grid Provided) and be prepared to provide a brief report that addresses whether the goals of the relationship and process have been met. Where possible, provide some evidence of the effectiveness of the process as well as perceptions of its effectiveness.
Potential Assessment Questions (For Mentee):
- How likely are you to recommend this service to others? (Scale—not at all to very)
- How likely are you to participate in this SoTL mentorship experience again? (Scale—not at all to very)
- How well did your mentorship experience align with the advertised features of the service? (Scale—not at all to very)
- What recommendations do you have for improving the mentoring program or the mentoring process?