Dialogue Session: The Faculty Development Committee

The Faculty Development Committee hosted a dialogue session on Wednesday, March 23rd from 12pm to 1.30pm. The session aimed to encourage discussion in key areas of SoTL. The following questions were brought up for the conversation:


  • What makes SoTL different to scholarly teaching?
  • What ethical issues have you encountered in your own practice as SoTL researchers and how have you handled them?
  • How have you conceptualized SoTL in terms of learning theories and methodological approaches?
  • How do you normally find a topic of research and develop a question for it?
  • How do you normally plan and conduct a research cycle?
  • Have you ever conducted more longitudinal naturalistic/interpretive research?
  • What considerations do you normally have when conducting collaborative SoTL research?
  • What kind of interdisciplinary SoTL research /have you done/would you want to do?


During the session, facilitators referenced several readings including:

  • Brooke, M. (2021). Teaching Theme choice in Literature Reviews to Undergraduate Students. IATEFL ESP SIG Journal: Professional and Academic English, 28(1), 19- 35
  • Chick, N. L., & McKinney, K. (2013). The scholarship of teaching and learning in and across disciplines. Indiana University Press.
  • Felten, P. (2013). Principles of Good Practice in SoTL. Teaching & Learning Inquiry: The ISSOTL Journal,1(1), 121-125
  • Finlay, L. (2002). Negotiating the swamp: the opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209-230.
  • Healey, R.L., Bass, T., Caulfield, J., Hoffman, A., McGinn, M.K., Miller-Young, J., & Haigh, M. (2013). Being ethically minded: Practising the scholarship of teaching and learning in an ethical manner. Teaching & Learning Inquiry: The ISSOTL Journal, 1(2), pp. 23-33.
  • Kern, B., Mettetal, G., Dixson, M., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship. Journal of the Scholarship of Teaching and Learning, 1-14.
  • Miller-Young, J., & Yeo, M. (2015). Conceptualizing and Communicating SoTL: A Framework for the Field. Teaching & Learning Inquiry: The ISSOTL Journal , 3(2), 37- 53
  • Tilakaratna, N. (accepted for publication, forthcoming 2022). Multimodal discourse analysis informed critical literacy through a module exploring theories of nations and nationalism. In Brooke, M. (2022). Integrating content and language in Higher Education: Developing academic literacy. Springer International.


PowerPoint Link

Video Recording Link


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