Facilitating Faculty Getting Started in SoTL Reflections by Two Carnegie Scholars
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Published:
Jun 29, 2021
Keywords:
Scholarship of teaching and learning, SoTL, faculty development, SoTL scholars, mentoring
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Abstract
ABSTRACT: SoTL has been embraced as a viable approach to professional development for higher education faculty. Workshops and programs of various types and lengths have offered guidance and provided mentorship for SoTL novices. Many books, manuals, and websites describe how to undertake a SoTL investigation, but far fewer sources of advice exist for those assisting faculty beginning in SoTL. In this article, two Carnegie scholars reflect on their experiences and lessons learned helping others join the SoTL community. They discuss common characteristics of the new scholars they encountered and the types of assistance, both intellectual and institutional, that the scholars needed. They offer advice and suggest resources for working with new SoTL scholars and describe some of the benefits that accrue from this work.
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Dewar, J. M., & Perkins, K. (2021). Facilitating Faculty Getting Started in SoTL: Reflections by Two Carnegie Scholars. Journal of the Scholarship of Teaching and Learning, 21(2). https://doi.org/10.14434/josotl.v21i2.28944
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Reflective Essay
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- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
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Alexander, P. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10–14.
Anderson, L., & Krathwohl, D. (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.
Auerbach, C., & Silverstein, L. (2003). Qualitative data: An introduction to coding and analysis. New York, NY: New York University Press.
Bass, R., & Linkon, S. L. (2008). On the evidence of theory: Close reading as a disciplinary model for writing about teaching and learning. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 7(3), 245–261. https://doi.org/10.1177/1474022208094410
Baxter Magolda, M. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.
Beach, A. L. & Cox, M. D. (2009). The impact of faculty learning communities on teaching and learning. Learning Communities Journal, 1(1), 7–27.
Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing. New York, NY: Basic Books.
Bernstein, J. (2018). Unifying SoTL methodology: Internal and external validity. Teaching & Learning Inquiry, 6(2). https://doi.org/10.20343/teachlearninqu.6.2.9
Bishop-Clark, C., & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Sterling, VA: Stylus Publishing.
Blau, S. D. (2003). The literature workshop: Teaching texts and their readers. Portsmouth, NH: Heinemann.
Bloch-Schulman, S. (2016). A critique of methods in the scholarship of teaching and learning in philosophy. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.10
Bloch-Schulman, S., & Linkon, S. L. (2016). Scholarship of teaching and learning in the arts and humanities: Moving the conversation forward. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.7
Blythe, H., Sweet, C., & Carpenter, R. (2017). It works for me with SoTL: A step-by-step guide, Stillwater, OK: New Forums Press.
Bunce, D., & Cole, R. (Eds.). (2008). Nuts and bolts of chemical education research. Washington, DC: American Chemical Society.
Bunce, D., & Cole, R. (Eds.). (2014). Tools of chemistry education research. Washington, DC: American Chemical Society.
Chick, N. (2013). Difference, privilege, and power in the scholarship of teaching and learning: The value of humanities SoTL. In K. McKinney (Ed.), The scholarship of teaching and learning in and across the disciplines (pp. 15–33). Bloomington, IN: Indiana University Press.
Chick, N. (Ed.). (2018). SoTL in action: Illuminating critical moments of practice. Sterling, VA: Stylus Publishing.
Ciccone, A., Meyers, R., & Waldmann, S. (2008). What’s so funny? Moving students toward complex thinking in a course on comedy and laughter. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 7(3), 308–322. https://doi.org/10.1177/1474022208094414
Conkling, S. W. (2016). Looking in on music: Challenges and opportunities for the scholarship of teaching and learning. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.11
Cox, M. D. (2003). Fostering the scholarship of teaching through faculty learning communities. Journal on Excellence in College Teaching, 14(2/3), 161–198.
Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 97, 5–23.
Creswell, J., & Clark, V. (2007). Designing and conducting mixed method research. Thousand Oaks, CA: Sage Publications.
Dewar, J., & Bennett, C. (Eds.). (2015). Doing the scholarship of teaching and learning in mathematics. Washington, DC: Mathematical Association of America.
Dewar, J., Bennett, C., & Fisher, M. (2018). The scholarship of teaching and learning: A guide for scientists, engineers, and mathematicians. Oxford: Oxford University Press.
Dewey, J. (1934). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago, IL: D. C. Heath.
Elton, L. (2009). Continuing professional development in higher education: The role of the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 3(1), Article 28. https://doi.org/10.20429/ijsotl.2009.030128
Fanghanel, J. (2013). Going public with pedagogical inquiries: SoTL as a methodology for faculty professional development. Teaching & Learning Inquiry, 1(1), 59¬–70. https://www.jstor.org/stable/10.2979/teachlearninqu.1.1.59
Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121–125. https://doi:10.2979/teachlearninqu.1.1.121
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Fowler, F. J. (2013). Survey research methods, 5th ed.; Thousand Oaks, CA: Sage Publications.
Ginsberg, S., Friberg, J., & Visconti, C. (2012). Scholarship of teaching and learning in speech-language and audiology: Evidence-based education. San Diego, CA: Plural Publishing.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Mill Valley, CA: Sociology Press.
Grauerholz, L., & Main, E. (2013), Fallacies of SOTL: Rethinking how we conduct our research. In K. McKinney (Ed.), The scholarship of teaching and learning in and across the disciplines (pp. 152–168). Bloomington, IN: Indiana University Press.
Gurung, R. A. R., Chick, N., & Hayne, A. (2009). Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind. Sterling, VA: Stylus Publishing.
Gurung, R. A. R., & Schwartz, B. M. (2009). Optimizing teaching and learning: Practicing pedagogical research. Malden, MA: Wiley-Blackwell.
Holcomb, J. (2002). The ethics of comparison: A statistician wrestles with the orthodoxy of a control group. In P. Hutchings (Ed.), Ethics of inquiry: Issues in the scholarship of teaching and learning (pp. 19–21). Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
Hubball, H., Clarke, A., & Poole, G. (2010). Ten-year reflections on mentoring SoTL research in a research-intensive university. International Journal for Academic Development, 15(2), 117–129. https://doi.org/10.1080/13601441003737758
Huber, M., & Morreales, S. P. (2002). Disciplinary styles in the scholarship of teaching and learning. Sterling, VA: Stylus Publishing.
Hutchings, P. (Ed.). (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
Hutchings, P. (Ed.). (2002). Ethics of inquiry: Issues in the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
Hutchings, P., Huber, M. T., & Ciccone, A. (2011). Scholarship of teaching and learning re-considered: Institutional integration and impact. San Francisco, CA: Jossey-Bass.
Krueger, R. (1994). Focus groups: A practical guide for applied research, 2nd ed. London, UK: Sage Publications.
Manarin, K. (2016). Interpreting undergraduate research posters in the literature classroom. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.8
Marquis, E. (2013). Developing SOTL through organized scholarship institutes. Teaching & Learning Inquiry, 3(2), 19–36.
McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Jossey-Bass.
McKinney, K. (2013). The scholarship of teaching and learning in and across the disciplines. Bloomington, IN: Indiana University Press.
Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practicing in the disciplines. In C. Rust (Ed.), Improving student learning theory and practice—Ten years on: Proceedings of the 2002 10th International Symposium Improving Student Learning (pp. 412–424). Oxford, UK: Oxford Centre for Staff and Learning Development.
Michael, R., Case, K. A., Danielson, M. A., Hill, L., Lochbaum, J., McEnery, L., & Perkins, K. (2010). Mentoring new scholars of teaching and learning: The National CASTL Institute model. Transformative Dialogues: Teaching & Learning Journal, 3(3). Retrieved December 3, 2019, from http://www.kpu.ca/sites/default/files/Teaching and Learning/TD.3.3_Michael_etal_Mentoring_New_Scholars.pdf
Miller-Young, J., Yeo, M., & Manarin, K. (2018). Challenges to disciplinary knowing and identity: Experiences of scholars in a SOTL development program. International Journal for the Scholarship of Teaching and Learning, 12(1), Article 3. https://doi.org/10.20429/ijsotl.2018.120103
Pace, D., & Middendorf, J. (Eds.). (2004). Decoding the disciplines: Helping students learn disciplinary ways of thinking, New Directions for Teaching and Learning: No. 98. San Francisco: Jossey-Bass.
Perkins, K. (2016). Down the SoTL rabbit hole: Using a phenomenological approach to parse the development of student actors. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.9
Perry, W. J. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York, NY: Holt, Rinehart, and Winston.
Phillips, Susan L., & Dennison, Susan T. (2015.) Faculty mentoring: A practical guide for mentors, mentees, administrators, and faculty developers. Sterling, VA: Stylus Publishing.
Rea, L., & Parker, R. (2014). Designing and conducting survey research: A comprehensive guide, 4th ed. San Francisco, CA: Jossey-Bass.
Seidman, I. (1998). Interviewing as qualitative research: A guide to researchers in education and the social sciences. New York, NY: Teachers’ College Press.
Scholes, R. (1985). Textural power: Literary theory and the teaching of English. New Haven, CT: Yale University Press.
Shulman, L. (2013, October). Situated studies of teaching and learning: The new mainstream. Keynote address at the 10th annual conference of the International Society for the Scholarship of Teaching and Learning, Raleigh, NC. Retrieved December 10, 2019, from https://www.youtube.com/watch?v=bhvwLW-5zMM
Smith, R. (2001). Formative evaluation and the scholarship of teaching and learning. In C. Knapper and P. Cranton (Eds.), Fresh Approaches to the Evaluation of Teaching, New Directions for Teaching and Learning: No. 88, (pp. 51–62). San Francisco, CA: Jossey-Bass.
Stevens, D., & Levi, A. (2012). Introduction to rubrics, 2nd ed. Sterling, VA: Stylus Publishing.
Taylor Institute. (2016). Conducting a lit review. The Taylor Institute for Teaching and Learning at the University of Calgary. Retrieved December 10, 2019, from http://sotl.ucalgaryblogs.ca/doing-sotl/conducting-a-lit-review
Taylor-Powell, E., & Renner, M. (2003). Analyzing qualitative data. Madison, WI: University of Wisconsin Extension. Retrieved December 10, 2019, from https://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf
Trigwell, K., & Felten, P. (2011). Is SoTL good for faculty professional development? Presentation at the 2011 International Society for the Scholarship of Teaching and Learning annual meeting, Milwaukee, WI. Retrieved December 10, 2019, from www.indiana.edu/~issotl/past_issotl/FeltenTrigwellISSOTL11.ppt
Werder, C., & Otis, M. (2010). Engaging student voices in the scholarship of teaching and learning. Sterling, VA: Stylus Publishing.
Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.
Alexander, P. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10–14.
Anderson, L., & Krathwohl, D. (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.
Auerbach, C., & Silverstein, L. (2003). Qualitative data: An introduction to coding and analysis. New York, NY: New York University Press.
Bass, R., & Linkon, S. L. (2008). On the evidence of theory: Close reading as a disciplinary model for writing about teaching and learning. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 7(3), 245–261. https://doi.org/10.1177/1474022208094410
Baxter Magolda, M. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.
Beach, A. L. & Cox, M. D. (2009). The impact of faculty learning communities on teaching and learning. Learning Communities Journal, 1(1), 7–27.
Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing. New York, NY: Basic Books.
Bernstein, J. (2018). Unifying SoTL methodology: Internal and external validity. Teaching & Learning Inquiry, 6(2). https://doi.org/10.20343/teachlearninqu.6.2.9
Bishop-Clark, C., & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process, and how to develop a project from start to finish. Sterling, VA: Stylus Publishing.
Blau, S. D. (2003). The literature workshop: Teaching texts and their readers. Portsmouth, NH: Heinemann.
Bloch-Schulman, S. (2016). A critique of methods in the scholarship of teaching and learning in philosophy. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.10
Bloch-Schulman, S., & Linkon, S. L. (2016). Scholarship of teaching and learning in the arts and humanities: Moving the conversation forward. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.7
Blythe, H., Sweet, C., & Carpenter, R. (2017). It works for me with SoTL: A step-by-step guide, Stillwater, OK: New Forums Press.
Bunce, D., & Cole, R. (Eds.). (2008). Nuts and bolts of chemical education research. Washington, DC: American Chemical Society.
Bunce, D., & Cole, R. (Eds.). (2014). Tools of chemistry education research. Washington, DC: American Chemical Society.
Chick, N. (2013). Difference, privilege, and power in the scholarship of teaching and learning: The value of humanities SoTL. In K. McKinney (Ed.), The scholarship of teaching and learning in and across the disciplines (pp. 15–33). Bloomington, IN: Indiana University Press.
Chick, N. (Ed.). (2018). SoTL in action: Illuminating critical moments of practice. Sterling, VA: Stylus Publishing.
Ciccone, A., Meyers, R., & Waldmann, S. (2008). What’s so funny? Moving students toward complex thinking in a course on comedy and laughter. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 7(3), 308–322. https://doi.org/10.1177/1474022208094414
Conkling, S. W. (2016). Looking in on music: Challenges and opportunities for the scholarship of teaching and learning. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.11
Cox, M. D. (2003). Fostering the scholarship of teaching through faculty learning communities. Journal on Excellence in College Teaching, 14(2/3), 161–198.
Cox, M. D. (2004). Introduction to faculty learning communities. New Directions for Teaching and Learning, 97, 5–23.
Creswell, J., & Clark, V. (2007). Designing and conducting mixed method research. Thousand Oaks, CA: Sage Publications.
Dewar, J., & Bennett, C. (Eds.). (2015). Doing the scholarship of teaching and learning in mathematics. Washington, DC: Mathematical Association of America.
Dewar, J., Bennett, C., & Fisher, M. (2018). The scholarship of teaching and learning: A guide for scientists, engineers, and mathematicians. Oxford: Oxford University Press.
Dewey, J. (1934). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago, IL: D. C. Heath.
Elton, L. (2009). Continuing professional development in higher education: The role of the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 3(1), Article 28. https://doi.org/10.20429/ijsotl.2009.030128
Fanghanel, J. (2013). Going public with pedagogical inquiries: SoTL as a methodology for faculty professional development. Teaching & Learning Inquiry, 1(1), 59¬–70. https://www.jstor.org/stable/10.2979/teachlearninqu.1.1.59
Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121–125. https://doi:10.2979/teachlearninqu.1.1.121
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Fowler, F. J. (2013). Survey research methods, 5th ed.; Thousand Oaks, CA: Sage Publications.
Ginsberg, S., Friberg, J., & Visconti, C. (2012). Scholarship of teaching and learning in speech-language and audiology: Evidence-based education. San Diego, CA: Plural Publishing.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Mill Valley, CA: Sociology Press.
Grauerholz, L., & Main, E. (2013), Fallacies of SOTL: Rethinking how we conduct our research. In K. McKinney (Ed.), The scholarship of teaching and learning in and across the disciplines (pp. 152–168). Bloomington, IN: Indiana University Press.
Gurung, R. A. R., Chick, N., & Hayne, A. (2009). Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind. Sterling, VA: Stylus Publishing.
Gurung, R. A. R., & Schwartz, B. M. (2009). Optimizing teaching and learning: Practicing pedagogical research. Malden, MA: Wiley-Blackwell.
Holcomb, J. (2002). The ethics of comparison: A statistician wrestles with the orthodoxy of a control group. In P. Hutchings (Ed.), Ethics of inquiry: Issues in the scholarship of teaching and learning (pp. 19–21). Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
Hubball, H., Clarke, A., & Poole, G. (2010). Ten-year reflections on mentoring SoTL research in a research-intensive university. International Journal for Academic Development, 15(2), 117–129. https://doi.org/10.1080/13601441003737758
Huber, M., & Morreales, S. P. (2002). Disciplinary styles in the scholarship of teaching and learning. Sterling, VA: Stylus Publishing.
Hutchings, P. (Ed.). (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
Hutchings, P. (Ed.). (2002). Ethics of inquiry: Issues in the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
Hutchings, P., Huber, M. T., & Ciccone, A. (2011). Scholarship of teaching and learning re-considered: Institutional integration and impact. San Francisco, CA: Jossey-Bass.
Krueger, R. (1994). Focus groups: A practical guide for applied research, 2nd ed. London, UK: Sage Publications.
Manarin, K. (2016). Interpreting undergraduate research posters in the literature classroom. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.8
Marquis, E. (2013). Developing SOTL through organized scholarship institutes. Teaching & Learning Inquiry, 3(2), 19–36.
McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Jossey-Bass.
McKinney, K. (2013). The scholarship of teaching and learning in and across the disciplines. Bloomington, IN: Indiana University Press.
Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practicing in the disciplines. In C. Rust (Ed.), Improving student learning theory and practice—Ten years on: Proceedings of the 2002 10th International Symposium Improving Student Learning (pp. 412–424). Oxford, UK: Oxford Centre for Staff and Learning Development.
Michael, R., Case, K. A., Danielson, M. A., Hill, L., Lochbaum, J., McEnery, L., & Perkins, K. (2010). Mentoring new scholars of teaching and learning: The National CASTL Institute model. Transformative Dialogues: Teaching & Learning Journal, 3(3). Retrieved December 3, 2019, from http://www.kpu.ca/sites/default/files/Teaching and Learning/TD.3.3_Michael_etal_Mentoring_New_Scholars.pdf
Miller-Young, J., Yeo, M., & Manarin, K. (2018). Challenges to disciplinary knowing and identity: Experiences of scholars in a SOTL development program. International Journal for the Scholarship of Teaching and Learning, 12(1), Article 3. https://doi.org/10.20429/ijsotl.2018.120103
Pace, D., & Middendorf, J. (Eds.). (2004). Decoding the disciplines: Helping students learn disciplinary ways of thinking, New Directions for Teaching and Learning: No. 98. San Francisco: Jossey-Bass.
Perkins, K. (2016). Down the SoTL rabbit hole: Using a phenomenological approach to parse the development of student actors. Teaching & Learning Inquiry, 4(1). http://dx.doi.org/10.20343/teachlearninqu.4.1.9
Perry, W. J. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York, NY: Holt, Rinehart, and Winston.
Phillips, Susan L., & Dennison, Susan T. (2015.) Faculty mentoring: A practical guide for mentors, mentees, administrators, and faculty developers. Sterling, VA: Stylus Publishing.
Rea, L., & Parker, R. (2014). Designing and conducting survey research: A comprehensive guide, 4th ed. San Francisco, CA: Jossey-Bass.
Seidman, I. (1998). Interviewing as qualitative research: A guide to researchers in education and the social sciences. New York, NY: Teachers’ College Press.
Scholes, R. (1985). Textural power: Literary theory and the teaching of English. New Haven, CT: Yale University Press.
Shulman, L. (2013, October). Situated studies of teaching and learning: The new mainstream. Keynote address at the 10th annual conference of the International Society for the Scholarship of Teaching and Learning, Raleigh, NC. Retrieved December 10, 2019, from https://www.youtube.com/watch?v=bhvwLW-5zMM
Smith, R. (2001). Formative evaluation and the scholarship of teaching and learning. In C. Knapper and P. Cranton (Eds.), Fresh Approaches to the Evaluation of Teaching, New Directions for Teaching and Learning: No. 88, (pp. 51–62). San Francisco, CA: Jossey-Bass.
Stevens, D., & Levi, A. (2012). Introduction to rubrics, 2nd ed. Sterling, VA: Stylus Publishing.
Taylor Institute. (2016). Conducting a lit review. The Taylor Institute for Teaching and Learning at the University of Calgary. Retrieved December 10, 2019, from http://sotl.ucalgaryblogs.ca/doing-sotl/conducting-a-lit-review
Taylor-Powell, E., & Renner, M. (2003). Analyzing qualitative data. Madison, WI: University of Wisconsin Extension. Retrieved December 10, 2019, from https://learningstore.uwex.edu/assets/pdfs/g3658-12.pdf
Trigwell, K., & Felten, P. (2011). Is SoTL good for faculty professional development? Presentation at the 2011 International Society for the Scholarship of Teaching and Learning annual meeting, Milwaukee, WI. Retrieved December 10, 2019, from www.indiana.edu/~issotl/past_issotl/FeltenTrigwellISSOTL11.ppt
Werder, C., & Otis, M. (2010). Engaging student voices in the scholarship of teaching and learning. Sterling, VA: Stylus Publishing.
Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.