Scholarship of Teaching and Learning (SoTL), the publishing and presenting of scholarly inquiry on teaching, extends ongoing improvement of teaching. Building on your experiences and insights in the classroom, SoTL is one way faculty can systematically study students’ experiences and learning, share evidence of successes in teaching, explore and inform challenges, and contribute to peer-review scholarship.

Upcoming SoTL Events

Start a SoTL Cluster

Funding is available to create faculty-led scholarship of teaching and learning groups. Each cluster will receive up to $5,000 per year for two years as well as the supports below, all with the goal of enhancing teaching and learning through research informed approaches and reflection.

Connecting with Colleagues

  • Faculty-led groups
  • Cluster meetings
  • Flexibility for joint, & individual projects

Researching

  • SoTL coach
  • Fund allocated by faculty in the cluster
  • Library liaison & guide

Publishing and Disseminating

  • SoTL coach
  • Support to identify journal options
  • Writing Retreat

Propose a Cluster

If you are interested in starting a SoTL cluster, ask yourself these questions:

  1. Is your research topic focused on teaching and learning within your own courses and programs?
  2. Are there colleagues you could collaborate with? Are they a network of people that is sustainable (long-term, multiple connection points, regular interactions, shared interests)? (typically 3-4 or more)
  3. Are you planning to share what you are finding in your research locally and nationally or internationally? (a good reminder that what you are doing is valuable)
  4. Is your plan faculty-led in its decision-making and process?
  5. Is it a project that matters to you, and to your students’ success?

If the answer to those questions is yes, contact the Gwenna Moss Centre for Teaching and Learning. We will coach you through the steps and let you know if another faculty member has already started work on a similar topic or if there is an upcoming information session.

Below is a project charter proposal template and review rubric that will be used when you propose a new cluster.

Join a Cluster

New clusters are continuously in development and are often seeking additional members. Contact the GMCTL if you'd like more information about them and/or would like to join.

Funded Clusters

Pharmacy Education Development Cluster

  • Ed S. Krol, Professor of Pharmacy
  • Roy T. Dobson, Professor of Pharmacy
  • Yvonne Shevchuk, Professor of Pharmacy
  • Jane Cassidy, Pharmacy Skills Coordinator
  • Kerry Alcorn, Program Evaluation and Assessment Coordinator

BioMeducation SoTL Cluster (2016 - current)

  • Harold Bull, Faculty, Microbiology and Immunology
  • Marcel D’Eon, Professor Community Health and Epidemiology
  • Kalyani Premkumar, Director Faculty Development, College of Medicine, Professor Community Health and Epidemiology
  • Jennifer Chlan-Fourney, Assistant Professor Anatomy and Cell Biology
  • Kyle Anderson, Assistant Professor, Biochemistry
  • Greg Malin, Academic, Family Medicine

Building Capacity in Interprofessional Education in the Health Sciences (2016 - current)

  • Lois Berry (lead), RN, PhD, Interim Assistant Vice-Provost, Health
  • Hope Bilinski, RN, PhD, Associate Dean, Nursing 
  • Louise Racine, Faculty member, College of Nursing 
  • Lisa Kalynchuk, Interim Associate Dean, Interdisciplinary Health Research 
  • Yvonne Shevchuk, Associate Dean, College of Pharmacy & Nutrition

Returning to the Classroom: The Impact of Graduate School on Teacher Practice (2016 - current)

  • Brenda Kalyn (lead), PhD, Assistant Professor, Curriculum Studies/Education
  • Geraldine Balzer, PhD, Assistant Professor, Curriculum Studies/Education
  • Vicki Squires, PhD, Assistant Professor, Education Administration/Education
  • Lynn Lemisko, PhD, Associate Professor, Educational Foundations/Education

Graham School of Professional Development SoTL Cluster (2016 - current)

  • Debora Rolfes (lead), M.A., M.T.S., Assistant Professor, SoPD
  • Corey Owen, PhD, Assistant Professor, SoPD
  • Jeanie Wills, PhD, Assistant Professor, SoPD

Regina Campus Nursing Faculty Cluster

  • Lynn Jansen, Associate Dean Southern Saskatchewan Campus and Global Health Strategies, Assistant Professor, College of Nursing, Regina Campus
  • Sandra Bassendowski, Professor, College of Nursing, Regina Campus
  • Jodie Bigalky, Lecturer, College of Nursing, Regina Campus
  • Diane Campbell, Assistant Professor, College of Nursing, Regina Campus
  • Marie Dietrich Leurer, Assistant Professor, College of Nursing,Campus
  • Tracy Gabriel, Sessional faculty
  • Karen Juckes, Assistant Professor, College of Nursing, Regina Campus
  • Gerri Lasiuk, Associate Professor, College of Nursing, Regina Campus
  • Patricia Malloy, Assistant Professor, College of Nursing, Regina Campus
  • Kelly Penz, Assistant Professor, College of Nursing, Regina Campus
  • Pammla Petrucka, Professor, College of Nursing, Regina Campus
  • Kathy Rodger, Assistant Professor, College of Nursing, Regina Campus
  • Leah Thorp, Sessional faculty
  • Helen Vandenberg, Assistant Professor, College of Nursing, Regina Campus

Medicine & Society Cluster

  • Juan-Nicolas Pena-Sanchez (lead), Assistant Professor, Department of CH&E, College of Medicine
  • Marcel D’Eon, Professor, Department of CH&E, College of Medicine (M&S cluster co-leader)
  • Anne Leis, Professor and Head, Department of CH&E, College of Medicine
  • Krista Baerg, Associate Professor Pediatrics, College of Medicine
  • Ulrich Teucher, Associate Professor, Department of Psychology, College of Arts and Sciences
  • Jackie Kraushaar, Associate Professor Physical Medicine and Rehabilitation, College of Medicine
  • Cory Neudorf, Associate Professor, Department of CH&E, College of Medicine
  • John Gjevre, Professor, Department of Internal Medicine
  • Deirdre Andres, Associate Clinical Professor, Department of Family Medicine

Medical Imaging: Assessing the Use of Technologies and Self-Directed Learning on Student Learning Outcomes

  • Soo Kim, PhD, School of Physical Therapy
  • Brent Burbridge, Medical Imaging
  • Katie Crockett, PhD, School of Physical Therapy
  • Stacey Lovo Grona, School of Physical Therapy

Environmental Science FYRE (First Year Research Experience)

  • Colin Laroque, Professor, Department of Soil Sciences, College of Agriculture and Bioresources, and the School of Environment and Sustainability
  • Alec Aitken, Professor, Department of Geography and Planning, College of Arts & Science; Associate member of Archeology and Anthropology, Biology
  • Xulin Guo, Professor, Department of Geography and Planning, College of Arts & Science

Technology-Enhanced Learning: An Assessment of Student Response Systems in the University Classroom

  • Carleigh Brady, PhD, Instructor, Department of English
  • Soo Kim, PhD, BS.PT, Assistant Professor, School of Physical Therapy
  • Landon Baillie, PhD, Assistant Professor, Department of Physiology
  • Raymond Spiteri, PhD, Professor, Department of Computer Science
  • Neil Chilton, PhD, Professor, Department of Biology
  • Katherina Lebedeva, PhD, Instructor, Deartment of Anatomy, Physiology and Pharmacology

Developing Visual Literacy in Veterinary Pathology

  • Nicole Fernandez, Associate Professor, Dept of Vet Pathology
  • Ryan Dickinson, Assistant Professor, Dept of Vet Pathology
  • Melissa Meachem, Assistant Professor, Dept of Vet Pathology
  • Hilary Burgess, Clinical Associate, Dept of Vet Pathology

Interprofessional clinical simulation: Evaluating a post-operative surgical pilot with nursing and medical undergraduate students

  • Kristen Haase, Assistant Professor, College of Nursing
  • Dr. Trustin Domes, Director of Undergraduate surgical education, College of Medicine
  • Dr. Noelle Rohatinsky, Assistant Professor, College of Nursing

Using Learning Analytics to Assess Learning Outcomes in Large Classes

  • Vicki Squires, Department of Educational Administration
  • Amin Mousavi, Faculty, Department of Educational Psychology and Special Education
  • Ken Wilson, Faculty, Department of Biology

Across Words and Worlds: students collaborative literary study at Ahmedabad University and the University of Saskatchewan

  • David J. Parkinson, Professor, Department of English
  • Lisa Vargo, Professor, Department of English
  • Ann Martin, Associate Professor and Undergraduate Chair, Department of English
  • Kara Loy, Coordinator, Undergraduate Research Initiative, OVPR
  • Payel Chattopadhyay Mukherjee, Faculty Fellow, CLeF, Ahmedabad University)

Resources

Library Resources

The library guide on SoTL list of core and discipline-specific journals and databases.

SoTL Process

Resources

Identifying potential SoTL projects, questions and approaches

  • Individual coaching to identify feasible and relevant SoTL projects, questions and approaches - email gmctl@usask.ca or phone 306-966-2231
  • Reflect on your teaching, including what changes you have seen or anticipate seeing in your students, or what experiences you are seeking to know more about.
  • Consider joining or setting up a SoTL Cluster

Finding relevant Literature and relevant key terms

Study Design

  • Individual coaching and advising on study designs and criteria for “good” research:
    email gmctl@usask.ca or phone 306-966-2231

Resources:

  • Designing a SoTL Project, Center for Innovation in Research and Teaching, Grand Canyon University:
    https://cirt.gcu.edu/research/developmentresources/research_ready/sotl/sotl_design
  • SoTL, Faculty Centre for Teaching & Learning, University of Central Florida has a great set of links for qualitative and quantitative research designs:
    http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/creatingSoTLProjects/implementingmanaging/

Ethics

  • SoTL project may fall within program evaluation exemption or research requiring ethics approval. Consult with the ethics office as to the process. 
    http://research.usask.ca/for-researchers/ethics/

  • Forms, policies and information are posted in “Humans Ethics” section. The form for seeking ethics approval is: Beh-REB Application for Approval of Research Protocol

Resources:

Data collection and Inquiry implementation

  • Implement steps to keep data secure and respectful of your dual role. If you are collecting student surveys, identify a colleague or someone who collect and store surveys until after the course and grades are completed.

  • Individual coaching around a feasible collection and analysis plan - email gmctl@usask.ca or phone 306-966-2231

Resources:

  • A useful article on describing and mitigating the dual role as instructor and research is: MacLean, M., & Poole, G. (2010). An introduction to ethical considerations for novices to research in teaching and learning in Canada. The Canadian Journal for the Scholarship of Teaching and Learning, 1(2). Retrieved from:
    http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1016&context=cjsotl_rcacea

Finding good journal and publishing

  • U of S SoTL Library guide - includes list of core and discipline-specific journals 
    http://libguides.usask.ca/sotl

  • Consider potential angles on your data and if there is more than one audience and enough substantive findings for more than one publication. Consider if you will present at a conference as you work towards a publication.

  • Individual consultations working through the focus and fit of teaching-oriented journal - email gmctl@usask.ca or phone 306-966-2231

Developing research program and applying for grants

Get Support

The Gwenna Moss Centre for Teaching and Learning (GMCTL)

The GMCTL can provide individual or group consultation to any faculty who are considering starting a Scholarship of Teaching and Learning research cluster.