Dorina Grossu: 3 Key Characteristics SoTL:
-1. It is an experiment, therefore, questions need to be asked (students and teachers/professors)
-2. Formulate the hypothesis (teachers/professors and students)
-3.Close the loop by re-examining the results for both teachers/professors and students. It is a learning path and sharing the outcomes is part of the learning and development.
Comparison with Kim Carter: she also approaches the teaching and learning as a systematic methodology that has a loop.
There is a continuous exchange of emotions, ideas, theories and reflective practices that help to further develop the processes from inquiry to formulating hypotheses and then collecting the evidence to prove through data that the scientific research has been completed.
SoTL is a continuous loop of the following for reflective practice and improvement:
1. Start with a question(s) inquiry that focuses not only on your teaching but also the student’s learning.
- Observe your teaching on the student’s learning what are the results does it answer your question(s).
- Do something with those observations. Such as rewrite a lesson plan, an assessment etc..
- Go public. Meaning share the observations to be evaluated by many. I almost see this as a type of feedback. Feedback from students, colleagues or personal learning community.
Better student engagement and outcomes
Renewed faculty excitement about teaching and greater self-awareness.
Improved relationships between faculty-faculty, faculty-learner, and learner to faculty.
Constant reinvention through reflective practice gives faculty confidence as educators in addition to subject matter expertise.