Faculty invited to participate in From Scholarly Teaching to Research program

The Center for Teaching, Learning, and Assessment announces a new program to prepare individual faculty and/or instructional teams in moving from scholarly teaching to their own Scholarship of Teaching and Learning (SoTL) or Discipline-based Education Research (DBER).

From Scholarly Teaching to Research equips practioners with skills related to studying student learning in context using sound methodologies.

Designed to combine a structured pathway for SoTL project development and implementation with the collegiality of a faculty learning community, From Scholarly Teaching to Research encourages participants to examine their teaching practices to improve student outcomes and address challenges in their teaching environments.

CTLA will provide a $1,000 stipend to individuals who complete all components of the program, which can accommodate up to 12 participants.

From Scholarly Teaching to Research comprises five workshops over the spring semester 2025, introducing faculty or instructional teams to this type of inquiry; assisting them to curate resources and conduct literature reviews; equipping them (or supporting their review) of qualitative and quantitative research methodologies; and guiding them from teaching problem identification to data collection and analysis.

All components of From Scholarly Teaching to Research will be offered in a hybrid format and recorded to accommodate course schedules with project development occurring along the way. The actual project may be conducted during the following summer or fall semester. In addition to the stipend, completers will leave the experience with a conference presentation proposal or a SoTL article draft to refine for submission to identified journals or other media.

This is the second Teaching @ OHIO Faculty Certification Program offering launched, with the first focusing on Generative AI and Teaching and Learning.

Teaching @ OHIO Faculty Certification Program offerings involve extended professional learning and four distinct components: knowledge acquisition, implementation, assessment and reflection. In other words, faculty will learn, implement, assess and reflect on the certification topic. Ideally, faculty achievements will be disseminated through a variety of modalities and media. All offerings align to the President’s Dynamic Strategy Learn Pillar strategies and actions of amplifying excellence and expanding development and incentives for teaching achievements, as well as supporting faculty presentations and publications.

Individuals completing the Scholarly Teaching to Research Certification, will be able to:

• Apply SoTL principles. 
• Critically reflect on their own teaching through the lens of research positionality, considering their role and influence as educators. 
• Identify and frame research questions by analyzing problems of practice within their teaching environment.
• Design a quantitative or qualitative research study that includes clear research questions, methods of data generation and data collection strategies. 
• Analyze quantitative or qualitative data collected from practitioner inquiry research and draw meaningful conclusions to improve their teaching. 
• Disseminate research outcomes through professional presentations and/or publications, contributing to the Scholarship of Teaching and Learning.
• Reflect on findings from their studies into teaching practices, fostering equitable learning opportunities for students. 

To apply to From Scholarly Teaching to Research, complete this survey, which asks for participant information and a brief letter of application/statement (500 words maximum), which should include the following:

• A teaching problem, challenge, or area of inquiry related to student learning that interests you.
• Your current familiarity with Scholarship of Teaching and Learning and/or Discipline-based Education Research. (Please note: You do not have to have experience with this type of scholarship to participate.)
• Whether you are interested in quantitative, qualitative or mixed-methods research.

The program will accommodate 15 participants; workshops will be open to all faculty. Applications should be submitted by 5 p.m., Monday, Dec. 16.