What are the foundational moments of meaningful scholarship of teaching and learning (SoTL) projects? How do teacher-scholars collect, develop, and share useful insights about student learning? How do they work through the pinch points that frustrate, confuse, or elude many SoTL practitioners? By unpacking SoTL processes through rich narratives that illustrate what they look like, this collection offers inspiration to anyone at any stage of engagement with SoTL.This book takes discussions of SoTL to a new level. Its subtitle reflects the microscopic lenses SoTL processes can apply to student learning experiences to understand how they happen, what they look like, what they mean, and what we can do about them. Going beyond definitions, how-to, theory, and debates about methods and standards, the contributors offer a SoTL primer documenting how practitioners have intentionally thought through key moments in their work. These procedural vignettes present powerful examples of what doing SoTL looks like when done well.The authors represent a range of disciplines (the humanities, social sciences, natural sciences, and professions) and a mixture of familiar and unfamiliar names. Nancy Chick has selected contributions that compellingly illuminate why their authors focused on a particular critical moment, the questions they asked as they refined their approaches, and the theoretical and observational tools they employed to conduct their research. Each introduces a specific critical moment in doing SoTL, taking the reader through the author’s reflections, concerns, and choices in doing meaningful SoTL work.The aim is to support potential practitioners, inform educational developers who teach new SoTL practitioners, and inspire experienced SoTL scholars to reflect on their own practice. This is a compelling collection for anyone interested in practitioner reflection, intentional design, and advancing the field of SoTL and the quality of teaching and learning.

chapter |4 pages


Conversations About SoTL Processes and Practices

part One|64 pages

Strong Foundations

chapter 1|8 pages

Using Intuition, Anecdote, and Observation

Rich Sources of SoTL Projects

chapter 2|8 pages

Learning Matters

Asking Meaningful Questions

chapter 3|9 pages

The SoTL Literature Review

Exploring New Territory

chapter 4|10 pages

Educational Research and SoTL

Converging in the Commons

chapter 5|11 pages

Identifying a Tradition of Inquiry

Articulating Research Assumptions

chapter 6|9 pages

Ensuring Design Alignment in SoTL Inquiry

Merging Research Purpose and Methods

chapter 7|7 pages

Respect, Justice, and Doing Good

The Ethics Review

part Two|48 pages

Methods and Methodologies

chapter 8|11 pages

Methods and Measures Matter

Meaningful Questionnaires

chapter 9|10 pages

Classroom Observations

Exploring How Learning Works

chapter 10|8 pages

Conducting Interviews

Capturing What Is Unobserved

chapter 11|9 pages

Close Reading

Paying Attention to Student Artifacts

chapter 12|8 pages

Student Think-Alouds

Making Thinking and Learning Visible

part Three|34 pages

Making an Impact

chapter 13|8 pages

Writing SoTL

Going Public for an Extended Audience

chapter 14|8 pages

Reading SoTL

Exploring Scholarly Conversations

chapter 15|8 pages

Developing SoTL Locally

From Classroom to Learning Object

chapter 16|8 pages

The SoTL Conference

Learning While Professing