Programs

Scholarship of Teaching and Learning (SoTL) Seminar

Synopsis

Semester-long course for grad students and postdocs to explore the process of creating SoTL research.

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Rick Moore

Assistant Director of Assessment and Evaluation

(314) 935-9171

rick.moore@wustl.edu

Overview

The Introduction to the Scholarship of Teaching and Learning (SoTL) seminar is designed to support graduate students and postdocs who are interested in deepening their involvement in and understanding of educational research. This seminar is taught by Center for Teaching and Learning staff every Spring semester. Half of the seminar meetings are synchronous (online or in person) and half of the meetings involve asynchronous activities and discussions on Canvas.

In this seminar, students are introduced to the fundamentals of SoTL through reading current literature, participating in online discussion boards, engaging in classroom discussion, and active learning experiences. Students will gain knowledge of, and experience in, the various stages of conducting a SoTL project including the initial articulation of a classroom-based research question, determination of the appropriate research methods to answer this question, ethical considerations that are relevant to conducting classroom research, considerations of potential outcomes of the proposed study, and sharing results.  This seminar culminates in a written project proposal and oral presentation to the members of the seminar and invited guests as well as a poster presentation at the annual Center for Teaching and Learning Recognition Reception. Through this seminar students gain an understanding of the field of SoTL and reflect on ways that SoTL can be incorporated into their future teaching experiences as faculty.

The Introduction to SoTL course is a component of the Practitioner level of the Center for Teaching and Learning’s Professional Development in Teaching Program. Graduate students and postdocs are eligible to take this seminar if they have attended 3 or more Advanced-level workshops offered by The Center for Teaching and Learning. It is also highly encouraged that interested graduate students and postdocs contact the seminar instructor, Rick Moore, before enrolling in the seminar.

For more information about the SoTL course, how to register, or to learn about conducting a SoTL project please contact Rick Moore at rick.moore@wustl.edu.

Past SoTL Seminar Project Proposals

Spring 2021:

  • Determining the Effect of Clear Presentation of Learning Objectives on Exam Anxiety of Inorganic Chemistry Students, Lara Braverman, Chemistry
  • Concept Maps as a Prewriting Tool to Improve Science Communication, Maria Cimpean, DBBS
  • Identifying the Blind Spots: Use of an Analysis Guide in a Public Health Course, Akilah Collins-Anderson, Social Work
  • The Effect of Peer Interaction in Calculus II, Adeli Hutton, Mathematics and Statistics
  • Formative Assessment and the Teaching of Psychomotor Skills, Jeff Konrad, Movement Science (Physical Therapy)
  • Say What? Ideas about Communicative Competence in the College Language-Learning Classroom, Allison Korinek, Postdoc, Interdisciplinary Project in the Humanities
  • Simulation of Lead Solubility in Lead Service Lines, Greg Ledingham, Earth and Planetary Sciences
  • ‘Embedding’ Research Methods Instruction in a Political Science Discussion Course, Jordan McAllister, Political Science
  • Increasing College Students’ Use of Retrieval Practice with a Writing Assignment, Oyku Uner, Psychological and Brain Sciences

Spring 2020:

  • Assessing the Impacts of Prior Exposure in CSE 417T: Introduction to Machine Learning, Henry Chai, Computer Science and Engineering
  • Fostering Scientific Creativity: A Module for Use in Upper-Level STEM Courses, Andrea Goltz, Earth and Planetary Sciences
  • The Impact of Partial Notes in Geosciences: When Less in More, Kaushik Mitra, Earth and Planetary Sciences
  • Lean Synchronization in Teaching: Evidence from a Venture Capital (VC) Methods Class, Kingsley Wabara, Business

Spring 2019:

  • Replacing Periodic Summative Assessment with Continuous Formative Assessment, Maximilian Lyon, DBBS
  • Writing a Research Article in an Introductory Political Science Course, William O’Brochta, Political Science
  • Using a Sustained Reflective Practice to Connect Student Learning Objectives to Course Content in Graduate-Level Biomedical Engineering Education, Julie Speer, Biomedical Engineering
  • Effect of Active Learning Tools in Introductory Anatomy and Physiology, Lisa McLellan, DBBS
  • The Effect of Undergraduate Chemical Engineering Capstone Team Roles on Student Perceptions of Team Success and Dynamics, Eugene Kim, Energy, Environmental, and Chemical Engineering