The Scholarship of Teaching and Learning
The scholarship of teaching and learning (SoTL) is a systematic approach to collecting and analyzing data related teaching and student learning and sharing that work with others. A good introduction to SoTL can be found in Peter Felton’s article “Principles of Good Practice in SoTL” from Teaching & Learning Inquiry (Vol. 1, Iss. 1, pp. 121-125).
Carleton’s Institutional Review Board (IRB) is responsible for overseeing all research done at Carleton by faculty, students or staff that involves human subjects.
Materials from Other Colleges, Universities, and Organizations
- CITI Program – Responsible Conduct of Research (RCR) covers core norms, principles, regulations, and rules governing the practice of research.
- SoTL by Design online course by Katie Linder, Associate Vice Chancellor for Academic Innovation and Strategy at the University of Colorado Denver.
- Chick, N. L. (Ed.). (2018). SoTL in action : illuminating critical moments of practice (First edition.). Stylus Publishing, LLC.
- Miller-Young, Janice, Nancy L. Chick, eds. 2024. Becoming a SoTL Scholar. Elon, NC: Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa6.
- Yeo, M. M. L., Miller-Young, J., & Manarin, K. (2023). SoTL research methodologies : a guide to conceptualizing and conducting the scholarship of teaching and learning. Routledge.
- Kennesaw State’s Teaching Journals Directory -an extensive list of external disciplinary and interdisciplinary journals in the Scholarship of Teaching and Learning (SoTL) focused on undergraduate and graduate education for teachers at colleges and universities, organized alphabetically.
SoTL Publications by Carleton Faculty
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Journal Article by Ken Abrams
1 April 2012Abrams, K. (2012). “Student-designed public service announcement (PSA) videos to enhance motivation and engagement.” College Teaching, 60, 84.
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Article by Sarah Titus
1 January 2012Liben, L.S., and Titus, S.J., 2012, The importance of spatial thinking for geoscience education: Insights from the crossroads of geoscience and cognitive science, in Kastens, K.A., and Manduca, C.A., Earth and Mind II: A Synthesis of Research on Teaching and learning in Geosciences, Geological Society of America Special Publication 486, pp. 51-70.
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Book Chapter by Adam Putnam
31 December 2011Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Advances in theory and research (pp. 1-36). Oxford: Elsevier.
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Journal Article by Iris Jastram, Danya Leebaw, and Heather Tompkins
14 December 2011Iris Jastram, Danya Leebaw, and Heather Tompkins. “CSI(L) Carleton: Forensic Librarians and Reflective Practices.” In The Library With the Lead Pipe. December 14th, 2011.
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Journal Article by George Virtis
1 December 2011George Vrtis and Linda Ivey, “Teaching Environmental History: Two Views from the United States” [美国的环境史教学：两种观点],” Global History Review [全球史评论] 4 (December 2011): 326-41. (Published in Chinese).
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Journal Article by Nathan Grawe
1 November 2011Nathan D. Grawe, “The Potential for Teaching Quantitative Reasoning across the Curriculum: Empirical Evidence from Carleton College,” International Journal for the Scholarship of Teaching and Learning, January 2011.
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Journal Article by Nathan Grawe
1 March 2011Nathan D. Grawe, “Beyond Math Skills: Measuring Quantitative Reasoning in Context,” New Directions in Institutional Research, Special Issue: Assessing Complex General Education Student Learning Outcomes, Spring 2011.
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Journal Article by Nathan Grawe, Neil Lutsky and Christopher Tassava
31 January 2010Nathan D. Grawe, Neil S. Lutsky, and Christopher J. Tassava. “A Rubric for Assessing Quantitative Reasoning in Written Arguments,” Numeracy, January 2010.
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Book Chapter by Neil Lutsky
12 January 2010N. Lutsky, Teaching psychology’s endings: The simple gifts of a reflective close. In D. Dunn, B. Beins, M. McCarthy, & G. W. Hill (Eds.), Best practices for beginnings and endings in the psychology major. Oxford University Press, 2010.
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Journal Article by Carol Rutz and Nathan Grawe
3 December 2009Rutz, Carol, and Nathan D. Grawe. “Pairing WAC and quantitative reasoning through portfolio assessment and faculty development.” Across the disciplines 6 (2009).
