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SOTL Activities | SOTL Questions

SOTL Activities:

This survey was distributed to faculty at the conclusion of a presentation by a member of the CASTL Advisory committee to academic departments. The purpose was to assess opinions regarding ways the advisory committee can assist faculty in conducting scholarship of teaching and learning studies.

           Questions

    Highly Likely

Participate		 Likely Undecided Unlikely


Highly Unlikely

Participate
A presentation by an outside “expert” on  SOTL 23(21.3%) 29(26.9%) 27(25.0%) 12(11.1%) 12(11.1%)
A reading/study group that meets once a month to learn about current developments in SOTL 9(8.3%) 20(18.5%) 33(30.6%) 13(12%) 26(24.1%)
A one time workshop for people who try to decide if they want to conduct SOTL 24(22.2%) 37(34.3%) 20(18.5%) 10(9.3%) 12(11.1%)
A general workshop for people who are ready to begin SOTL 17(15.7%) 22(20.4%) 25(23.1%) 18(16.7%) 17(15.7%)
A series of workshops where faculty and staff learn the techniques and methods of studying teaching and learning from each other 19(17.6%) 36(33.3%) 25(23.1%) 12(11.1%) 10(9.3%)
A workshop exploring ways to link SOTL and departmental assessment 24(22.2%) 26(24.1%) 27(25.0%) 12(11.1%) 13(12%)
A series or workshops where those knowledgeable/experience in SOTL mentor those who want to begin SOTL 18(16.7%) 23(21.3%) 29(26.9%) 15(13.9%) 16(14.8%)
A writing group that would meet regularly to help each other produce a paper or presentation to submit for peer review 20(18.5%) 25(23.1%) 23(21.3%) 12(11.1%) 22(20.4%)

SOTL Questions:

This survey was distributed to faculty at the conclusion of a presentation by a member of the CASTL Advisory committee to academic departments. The purpose was to assess opinions regarding ways the advisory committee could assistant faculty in conducting scholarship of teaching and learning work. Respondents gave the highest preference to "One time workshops for the people deciding if they want to conduct SOTL" and "A series of workshops where participants share information regarding methods appropriate for conducting pedagogical studies". The least popular alternatives were" A monthly study/reading group on SOTL" and General workshops for people ready to begin SOTL projects".

 Questions

Strongly Agree
    Agree

Neither
Agree/Disagree
Disagree

Strongly

Disagree
This meeting with the CASTL liaison helped me understand the goals and nature of Scholarship Of Teaching and Learning (SOTL)
42 (38.9%)
40 (37%)
12 (11%)
12(11.1%)
  
0
This meeting has increased my understanding of the ways studying student learning could benefit the department and /or the entire college.
25 (23.1%)
46(42.6%)
21(19.4%)
8 (7.4%)
0
Some of my current research agenda involves studies that could be classified as SOTL.
30 (27.8%)
34(31.5%)
16(14.8%)
8 (7.4%)
13 (12%)

I have presented or published my SOTL work.
14 (13%)
19(17.6%)
9(8.3%)
12(11.1%)
44 (40.7%)

I am interested in initiating new studies related to teaching and learning.
26 (24.1%)
41(9.3%)
19(17.6%)
7(35.2%)
10 (9.3%)

I agree that SOTL is a form of “real” scholarship.
58 (53.7%)
33(30.6%)
8(7.4%)
5(4.6%)
1 (.9%)
Faculty and staff who conduct research on teaching and learning within their discipline make a valuable contribution to the college and the profession.
65 (60.2%)
25(23.1%)
13 (12.0%)
1 (.9%)
2 (1.9%)

 Being aware of the teaching scholarship within one’s discipline is important for good teaching.
63 (58.3%)
30(27.8%)
7 (6.5%)
3(2.8%)
3 (2.8%)

As a group, my department is generally open to using the results of studies that aim to improve student learning within our discipline.
33 (30.6%)
35(32.4%)
28 (25.9%)
5(4.6%)
3 (3.28%)

Faculty who choose to conduct SOTL are valued and supported in this department.
30 (27.8%)
37 (34.3%)
28 (25.9%)
7 (6.5%)
1 (.9%)
Faculty who choose to conduct SOTL are valued and supported at this college.
20 (18.5%)
40 (37%)
31 (28.7%)
10 (9.3%)
2(1.9%)

 

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