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Structured reflection with a trustworthy friend is a great way to improve your teaching, and can make it easier to conduct a project in the scholarship of teaching and learning (SoTL).

Tips on effectively framing your scholarly work on teaching and learning as scholarship and not just "extra-good" teaching.

"A meta-analysis of 62 studies involving 11,837 students indicated that... students participating in SL programs demonstrated significant gains in five outcome areas: attitudes toward self, attitudes toward school and learning, civic engagement, social skills, and academic performance. ... Furthermore, as predicted, there was empirical support for the position that following certain recommended practices--such as linking to curriculum, voice, community involvement, and reflection--was associated with better outcomes." (This link requires Kenyon authentication; the full citation is doi: 10.1177/105382591103400205 Journal of Experiential Education September/October 2011 vol. 34 no. 2 164-181.)

Some interesting thoughts here about the differences between "shyness" and "introversion", and the way your classroom participation practices can help or hinder students. Also an interesting reflection on participation in the scholarship of teaching and learning, as the author deals with resistance to her original article.

Good podcast episode running down a variety of significant findings in the scholarship of teaching and learning.

An interesting set of prompts to help you consider publishing scholarship about your teaching. I'd like to highlight the first sentence of Step 5 - "a primary rule of (the scholarship of teaching and learning) is to use your discipline-based methods first." Don't use your preconceived notions of what education literature looks like, but consider how your study might use your disciplinary ways of knowing.

I had a conversation recently with a faculty member who claimed that she could not possibly write about research in college teaching, despite her many years as an effective teacher! There are multiple scholarly approaches to what happens in the classroom, and they can all be applied effectively.

We're having a series of book club meetings (and a book club blog) on Ken Bain's book this summer. This interview is particularly interesting for the way Bain expands on his thinking since the book was published.

A list of six recent good books on teaching and learning. These are widely available in OhioLINK, and on the CIP bookcase.

A great set of resources on finding and effectively reading the scholarship of teaching and learning.

It's fascinating to watch the cross-disciplinary pedagogical discussions at the CIP.

An interesting attempt to categorize areas of work within the scholarship of teaching and learning. Lots of good suggested articles; unfortunately, they're not linked, but many are available through JSTOR, OhioLINK, and Google Scholar.

Good context for examining the ways that simplistic claims can hinder, rather than foster, evidence-based approaches to teaching and learning.

"Can "light-touch, targeted feedback" to students via email improve their perceptions of and performance in a class? New research says in some cases the answer is yes."

Some interesting suggestions here (and in the "Part 2" post) for books on teaching and learning "that provide a new framework, new research, or new ideas on how to develop a strong institutional practice." Anything look interesting for our next book club?

An extensive review of 51 years of scholarly literature on student participation. Thanks to Michael Levine and Irene Lopez for pointing this out.

Useful framework for identifying "empirical generalizations", "theoretical statements", and "epistemic assumptions" when we look at the literature on learning, and thinking about how they might be more or less applicable to our work.