Scholarly Process

The development of SoTL is an important part of FLC programming. Scholarship and scholarly investigation, discussion, and presentations are outcomes of an FLC. Ten steps are included in this developmental process that continues throughout the year. This is a key aspect of the FLC Facilitator’s role. As you read the steps below, traverse the ongoing cycle of scholarly teaching and the scholarship of teaching and learning. For more details see Cox (2003b).

Fostering the Scholarship of Teaching in a Faculty Learning Community

A Sequence of Ten Developmental Steps

Step 1: Application for FLC membership

Results: Addressing an observation—perhaps in an uninformed or indirect way—about a problem or opportunity in the teaching-learning connection

Step 2: Early planning for the FLC

Results: Connecting the FLC to the knowledge base of SoTL

Step 3: The opening/closing retreat before the start of the year

Results: Making public through peer authority the ongoing cycle, scholarly teaching, and SoTL; guiding SoTL research; connecting to a more extensive literature

Step 4: Participants prepare for and start the year

Results: Connecting SoTL to teaching practice; consulting the literature; choosing an intervention

Step 5: Seminars and retreat

Results: Making public SoTL for peer review

Step 6: Working on the project during the year

Results: Progressing along the ongoing cycle: moving from scholarly teaching toward SoTL: “conducting systematic observation, documenting observations, analyzing results, obtaining peer evaluation, identifying key issues, synthesizing results” (Richlin, 2001, p.59)

Step 7: Presentations during the second term

Results: Presenting SoTL; peer evaluation

Step 8: The Opening/Closing Retreat at the end of the year

Results: Teaching, mentoring, and making public SoTL

Step 9: Continuation of the project during the summer or the upcoming year

Results: Engaging in another round of the ongoing cycle

Step 10: Publication

Results: Adding to the knowledge base of SoTL

This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.