Getting started in the scholarship of teaching and learning: A “how to” guide for science academics

Authors

  • Susan L. Rowland,

    Corresponding author
    1. School of Chemistry and Molecular Biosciences Faculty of Science, University of Queensland, Brisbane, Australia
    • Address for correspondence to: School of Chemistry and Molecular Biosciences, University of Queensland, Brisbane, Australia. E-mail: s.rowland1@uq.edu.au.

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  • Paula M. Myatt

    1. Teaching and Educational Development Institute, University of Queensland, Brisbane, Australia
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Abstract

SoTL stands for the Scholarship of Teaching and Learning. The acronym, said “sottle” or “sote—all,” describes research that involves rigorous examination of teaching and learning by faculty who are actively involved in the educational process. The number of natural-science faculty engaged in SoTL is increasing, and their important work has broad implications for the measurement and improvement of college teaching and learning outcomes. The data show, however, that many faculty who conduct SoTL projects in science departments begin their education research careers with no training in SoTL research methodologies, and find they are working alone, with few colleagues who can nurture (or even understand) their efforts. In this article we provide a guide intended to help natural-science faculty initiate SoTL projects while they negotiate the mechanics and politics of developing and maintaining a SoTL research program in a science department. © 2013 by The International Union of Biochemistry and Molecular Biology, 42(1):6–14, 2014

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