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Getting started in the scholarship of teaching and learning: A “how to” guide for science academics
Author(s) -
Rowland Susan L.,
Myatt Paula M.
Publication year - 2014
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.20748
Subject(s) - scholarship of teaching and learning , scholarship , acronym , negotiation , teaching and learning center , process (computing) , higher education , sociology , teaching method , mathematics education , pedagogy , medical education , psychology , computer science , political science , social science , medicine , linguistics , philosophy , law , operating system
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