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 are 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.

Comments from SoTL Faculty Scholars

"Participating in the SoTL program was a very valuable experience for me because it allowed me to form networks within Quinnipiac University and beyond with a community of scholars invested in the scholarship of teaching. The program also funded me to attend conferences and workshops that I otherwise would not have been able. My advice to future scholars would be to start developing their project in the summer when they are not actively teaching prior to the year where they implement their study."
Tracie Addy, 2011, 2012 scholar

"This program has proven valuable for a variety of reasons. I have enjoyed the collegial support and mentorship the SoTL program provided as I embarked on a new line of research. The group was able to provide advice about publications to investigate, conferences to attend, and research design issues that are unique to a SoTL project. I also enjoyed learning from and working with colleagues from other schools and departments. They always provided a new perspective on issues of student learning that are common to all faculty, regardless of discipline."
Michelle Broggi, 2011, 2012 scholar

"This program is valuable because it promotes faculty involvement and a collegial dialogue in the exploration of issues related to teaching, learning and scholarship. Also, it helped me reevaluate my approach to teaching and improved my teaching effectiveness. On a more personal note, my SoTL Faculty Scholars colleagues gave me valuable feedback on how to improve my SOTL research and become more familiar with SoTL academic resources."
Costel Calin, 2011, 2012 scholar

"The experience afforded me to reflect more deeply into my teaching practices and how to facilitate meaningful learning outcomes in my students. It also exposed me to a different way of approaching scholarship."
Salvador Bondoc, 2011, 2012 scholar

"This program has been helpful in that it brings together faculty often from different departments to work together on research projects."
Christine Fitzgerald, 2012, 2013 scholar

"This program was a great opportunity for faculty to 'carve out' time for research. It was a supportive setting with cross-disciplinary colleagues, which was very enjoyable and brought different perspectives. My project scope was big and took much more time than I ever expected, but it was well worth it and I met a lot of great people - a very rewarding experience."
Constance Cranos, 2012 scholar

"The program was valuable because it committed me to studying and following through with a research study related to the scholarship of teaching and learning. Prior to this, my research focus has been related to my discipline. I found challenges in conducting studies across schools and disciplines due to scheduling conflicts. In terms of preparation, I needed to thoroughly think the project (gather articles, literature review, theory) in the summer in order to get started early. I found it helpful to have a conference goal (or date when an abstract was due) as my soft deadline."
Martha Sanders, 2012, 2013 scholar

"The Faculty Scholar program gives all faculty the opportunity to consider questions about teaching and provides a working group to help shape research questions and design. Everyone in the group is excited about SoTL research and supportive throughout the process, which doesn't necessarily end that academic year. Faculty are encouraged to continue their projects if there are more questions to be answered, and to make connections to the new SoTL Faculty Scholars the following year."
Sandra Soucie, 2012 scholar

"We experienced great collaboration with other scholars and mentors to define and refine our teaching and learning scholarship. We appreciated the exposure to other research methodologies and perspectives from scholars from other disciplines, and enjoyed the socialization and camaraderie among fellow scholars."
Tracy Wall, 2011 scholar

"It is a wonderful opportunity to focus on teaching-related research in supportive friendly environment. Often research is conducted in a vacuum and this program gives scholars the chance to discuss and receive feedback on their research. It is also rewarding to actually apply my scholarly research to the practice of teaching."
Cheryl Ann Bishop, 2011 scholar

"Our cohort included a range of faculty scholars from different disciplines. As a result, I learned more about combining qualitative and quantitative research methods to study the effectiveness of different learning approaches. In the peer mentoring sessions, as well as in one-on-one conversations with my colleagues in the program, I was able to have conversations with experts on topics ranging from statistical analysis of data from a large group of students to case studies of a small group of students."
Andri Smith, 2010, 2012 scholar

"This was a great opportunity to share with and learn from your colleagues. A very supportive, friendly environment which promotes creativity and new ways of thinking about teaching."
Frank Bellizzi, 2011-2013 Scholar

"This program is valuable because it promotes faculty involvement and a collegial dialogue in the exploration of issues related to teaching, learning and scholarship. Also, it helped me reevaluate my approach to teaching and improved my teaching effectiveness. On a more personal note, my SoTL Faculty Scholars colleagues gave me valuable feedback on how to improve my SOTL research and become more familiar with SoTL academic resources."
Costel Calin, 2011, 2012 scholar

"Participation in the Faculty-Scholar program helped me become not just a better researcher but also a better teacher. I understand now how apprehensive communication students actually are about math and statistics and take extra steps to help students cope with this apprehension in the research classes I teach regularly. I think every faculty member should consider participating in the QU's Faculty-Scholar program. Being a teacher is easy - being a good teacher, however, is very hard. It requires constant work on improving yourself, experimenting with new techniques and materials, and developing a deep understanding of pedagogy. This is where Scholarship of Teaching and Learning becomes irreplaceable!"
Alexander Laskin, 2010, 2011 scholar

"I found the interaction with the peers extremely valuable. They helped to shape my project and offered significant insights into the research. I also found the process itself helpful as it forces you to examine your classes/assignments and assess the value of these for the students."
Catherine Meriano, 2010 scholar

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