Promoting a community of learning
The Scholarship of Teaching and Learning (SoTL) Faculty Scholars program builds and supports a community of faculty scholars interested in conducting and engaging in the scholarship of teaching and learning. Faculty scholars are provided with a stipend and other resources for their work over a 12-month period, and will be asked to share their scholarship and learning outcomes at venues within and beyond the University setting.
The SoTL Faculty Scholars program is intended to build a community of faculty, who engage in scholarship to (1) identify and adopt best practices into their own teaching, and (2) explore and measure the effectiveness of their own teaching and learning practices on student learning.
Read a description of the 2013-2014 Faculty Scholars program (Adobe PDF)
Application Form (Adobe PDF)
Applications for the 2013-2014 program are due March 20, 2013, as an electronic submission to The Collaborative, collaborative@quinnipiac.edu.
For more information, please contact:
Kim Hartmann
North Haven Bldg 1, Room 305F
203-582-8679
kimberly.hartmann@quinnipiac.edu
The Collaborative for Excellence in Learning and Teaching
SoTL Faculty Scholar Awardees for 2012-2013
Tracie Addy, Biological Sciences
Nancy Bagatell, Occupational Therapy
Francis Bellizzi, Management
Salvador Bondoc , Occupational Therapy
Michelle Broggi, Physical Therapy
Costel Calin, Political Science
Lisa Chandler, Management
Christine Fitzgerald, Biomedical Sciences
Lynn Price, Nursing
Martha Sanders, Occupational Therapy
Andri Smith, Chemistry and Physical Sciences
Sandra Soucie, Psychology
The Collaborative for Excellence in Learning and Teaching
SoTL Faculty Scholar Awardees for 2011-2012
Tracie Addy
The Influence of Critical Thinking Skills-Based Lessons on Biology Students' Higher Thinking Abilities and Approaches to Learning
Nancy Bagatell
Physical and Occupational Therapy Students' Perceptions of an Interprofessional Education
Francis Bellizzi
Creating Student Engagement in the Classroom: The role of trust, relevancy and the self-fulfilling prophecy in developing dynamic classroom participation
Cheryl Ann Bishop
Best Practices for Teaching Communication Law: A Meta-Analysis of the Pedagogical Literature on Teaching Law to Undergraduate Non-Law Students
Salvador Bondoc
An Introductory Interprofessional Collaborative Experience Between Occupational and Physical Therapy Students in a Neurorehabilitation Course
Michelle Broggi
Physical and Occupational Therapy Students' Perceptions of an Interprofessional Education
Costel Calin
In-class debates: a valuable tool for improving critical thinking
Constance Cranos
Alexander Laskin
Risk framing effects on students' learning
Tracy Wall
An Introductory Interprofessional Collaborative Experience Between Occupational and Physical Therapy Students in a Neurorehabilitation Course
The Collaborative for Excellence in Learning and Teaching
Faculty Scholarship in Learning and Teaching Awardees for 2010-2011
Lisa Cuchara
Discussion Boards as a Means of Promoting Student Engagement, Formulating Fact-based Opinions about Scientific Advancements, Communicating Scientific Findings with the Public and Creating Citizen Scientists
Mordechai Gordon
Using Humorous Video Clips to Enhance Students' Understanding, Engagement and Critical Thinking
Alexander Laskin
Relationship Between Math Apprehension and Curricular Choices of Communication Students: An Experiment
Mary Meixell
Quantitative Reasoning in the Core Operations Management Course
Catherine Meriano
The Use of Concept Mapping to Increase Critical Thinking Skills
Hilary Fussell Sisco
Relationship Between Math Apprehension and Curricular Choices of Communication Students: An Experiment
Andri Smith
1. Process Oriented Guided Inquiry Learning (POGIL) in Chemistry and Nutrition Courses
2. Chemistry in Sports and Fitness: Web-based Case Studies and Tutorials