The role of SoTL at a research-intensive university: An exploratory sequential needs analysis

Abstract

The purpose of this mixed methods, exploratory sequential needs analysis was to determine the level of awareness of and participation in SoTL as a faculty activity on a large Midwestern research-intensive university, as well as the types of support services needed in order to engage in SoTL work. Findings indicate faculty at all career stages value implementation of scholarly teaching practices in their classrooms, but wait to conduct their own SoTL work in the mid-phase of their career; once a level of job security has been achieved. Support services need to begin with raising awareness of both scholarly teaching and SoTL, so that these become common elements for the teaching trajectory of more faculty members.