Rahmat Talukder, Yumi So, Mohammed Islam
SoTL is a systematic research grounded in the literature, peer-reviewed, and disseminated through publication or presentation (Secret et al., 2011; McKinney, 2004). Today, the scope of SoTL has expanded beyond classroom practices and includes instructional design, curriculum development, and assessment of student learning at curriculum and programmatic level (Hubbal et al., 2013). Literature identified a gap in the understanding of what is considered as SoTL between faculty with varying experience and disciplines (Secret et al., 2011; Gurung et al., 2008). While SoTL possesses the recognized attributes of research, it is not universally accepted and faculty may not be rewarded for SoTL activities in higher education. The establishment of organizational bodies such as SoTL institute or SoTL forum may help foster SoTL activity among faculty. The objective of this study is to explore the existing organizational structures in US higher education institutions that foster the practice of scholarship of teaching and learning (SoTL) and create campus cultures where SoTL is recognized as an important scholarly work. A thorough Google search was conducted to identify institutions with teaching and learning centers using the keywords: “scholarship of teaching and learning”, “SoTL”, “teaching and learning” combined with “center”. Each institution’s website was visited to search pages with information on SoTL. All the identified pages on SoTL, faculty development, SoTL award, or SoTL grant were retrieved. Data extraction from website was performed utilizing a systematic content analysis method. Two-hundred thirty-seven US 4-year colleges and universities were identified with existing teaching and learning centers. Eighty-three percent (n=196) of these institutions have structured programs that foster SoTL practices and faculty development. Common structures include SoTL forums, SoTL Community, SoTL Commons, faculty development center, educational research development unit, etc. They provide workshops, mini-conferences, forums, seminars, summer SoTL, and teaching and learning fairs. Fifty-one institutions (22%) were identified that provide faculty awards and grants on SoTL accomplishments. In conclusion, our results document the existing structures that promote SoTL at institutional level in US higher education institutions. A community of SoTL researchers plays a critical role to enhance and sustain on-going SoTL research. Specific examples of case studies related to faculty development opportunities in SoTL, resources, and reward structures will be presented in the poster. Schools or programs that do not have any supporting structures to foster faculty SoTL activities can consider developing similar structures identified in the present study.
