As you begin to explore research in the field of Scholarship of Teaching and Learning (SoTL), the variety of topics from multiple disciplines can be daunting. To orient your introductory research, or to inspire further thought, consider the following keywords:
Active learning
Assessment of learning
Teaching technology
Blended courses
Blended learning
Bloom’s Taxonomy
Case study research
Case method
Classroom design
Course design
Student partners
Teaching methods
Undergraduate students
Graduate students
Communication
Conceptions of teaching and learning
Construction of knowledge
Course evaluation
Students as partners
Curriculum
Educational development
Educational technology
E-learning
Experiential education
Experiential learning
Faculty development
Flipped classroom
Case-based learning
Hybrid courses
Inquiry
Instructional design
Interactive teaching
Interdisciplinary
Kolb’s learning cycle
Massive open online course (MOOC)
Metacognitive skills
Problem-based learning
Scholarship of teaching and learning (SoTL)
There are many reasons why you might want to conduct research on teaching and learning. Often questions come from a problem or topic of interest identified in the classroom. SoTL research often looks into different topics such as teaching strategies, curriculum revision, integrating new technology into teaching, student outcomes, and more. When trying to decide on a research topic, there may be many directions you are considering. Picking a specific line of inquiry is important for meaningful innovation in teaching and learning. To narrow down your topic, you can start by asking yourself the following questions (Fenton & Szala-Meneok, 2010):
Developing a research question in the SoTL field can be difficult, especially for those without experience in this specific type of inquiry. Hutchings Taxonomy is a much-cited tool in teaching and learning, which proposes four categories of pedagogical research questions. Try applying the following four question types to your field, classroom, or idea to help generate a research question.
For more help generating a good SoTL research question, you might want to try the 20 Questions Exercise (Appendix A, pg 35) found in our Research on Teaching and Learning Guidebook.
N.B. this is not an exhaustive list of all possible types of SoTL projects, but a curated list of examples the MacPherson Institute has supported in the past.
Evaluating the impact of integrating different technologies for the purpose of improving teaching and learning
Examples: online learning, gaming, virtual reality, social media in the classroom, simulation-based learning, web-based tutorials, Echo360, FlipGrid etc.
Evaluating the impact of integrating various teaching strategies in the classroom (on student engagement, motivation, retention and other success metrics) Examples: flipped classrooms, problem-based learning, peer mentoring, design thinking, team-based learning, simulation-based learning, active learning, experiential learning, community engaged-education, etc.
Evaluating the impact of different formative and/or summative methods of assessment on overall student success (engagement, motivation and retention)
Examples: peer feedback, two-stage testing, free writing, learning portfolios, reflective practices
Evaluating the outcomes of leading or implementing change focused on curriculum and/or enhancing an academic program
Examples: diversity and inclusion, accessibility, student retention, mentorship programs, experiential learning, horizontal curriculum integration, assessing the impact of learning objective format on knowledge retention
This section is a repository of several presentations that you may find helpful as you move through different phases of your research project.
With thanks to Dr Rille Raaper, School of Education, University of Durham, UK, for giving permission to share her presentation.
For details from MREB on whether a project requires review and the key ethical issues to address in the MREB application, please see the Research Ethics Guidance for Pedagogical Research.
For details from HiREB on review of pedagogical research, please contact HiREB for guidance.
In pedagogical research, and all research involving human participants, care should be taken to minimize risk.
In pedagogical research, recruitment of students poses risks around consent and coercion. For example, a common concern is when researchers try to recruit from a course they are currently teaching. This dual role makes it difficult to ensure students participation is not influenced by the teaching role. Concerns could be about marks, unfair treatment in class, or social repercussions in response to their choice to participate or not participate. TCPS 2 Article 3.1 discusses concerns about undue influence (when participants are recruited by individuals in a position of authority. “Consent shall be given voluntarily and can be withdrawn at any time.”
If you have students working with you on a pedagogical research project it is recommended that they take the TCPS2 Core Tutorial to learn about research ethics.
According to the Privacy Office, FIPPA indicates that only the custodian of contact information should forward any recruitment emails. For example, if a researcher wanted to collect data from a few courses, they could not request that those instructors provide them with the student email addresses for recruitment. The instructors, or the department, would need to send out the email recruitment on behalf of the researcher.
For pedagogical research in the classroom, incentives are sometimes used to encourage participation in a study. These could be bonus marks, gift cards, or a draw for a larger prize. If bonus marks are used, there must be an alternative activity for students that do not wish to participate in the study to also get the mark. The alternative must be equal in workload and time commitment. If a student withdraws during the study, they should still receive an incentive, unless there is little significant risk (i.e. an anonymous survey).
It is important to ensure confidentiality in all research. There are certain unique considerations in pedagogical research. Some things to keep in mind include:
For additional information, refer to Chapter 5, section B in the TCPS 2.
In SoTL research, this most often refers to using grades, assignments, or other student materials (from previous courses) not intended for research. Is ethics review required for this data? It depends on the level and whether or not the data is identifiable. For example, using class averages for research does not hold as much risk as using an individual student’s assignment. It is best to consult with the ethics board about the requirements for using secondary data, but you can take steps to minimize risk such as anonymizing the data, using class level data, and getting consent. Review the Secondary Use of Data section on the MREB application and TCPS2 Chapter 5, Section D.
There are many ethical considerations necessary in research. While we have highlighted some of the main concerns for pedagogical research, there may be more that are applicable to your study. Early in the planning stages, review the Tri-Council Policy and its interpretations.
“Working with [faculty partner] for the last three years has been an incredible opportunity. She truly values the opinions and ideas of the students she works with and encourages us to pursue our own ideas for the project and gave us the opportunity to explore and learn new skills.” (Student, 2018 Case Studies)
“I felt in our meetings there was a sense of mutual learning and inquiry amongst all those involved – as a student, I felt my insights and perspectives were strongly valued and that decisions were made collectively, rather than a top-down delegation of tasks from professor to student” (Student, 2018 Case Studies)
Students will have a variety of motivations for getting involved in SoTL research. Sometimes students are looking for research experience, to gain knowledge, a CV booster, interest in the topic, and beyond. MacPherson promotes involving students not just as assistants or in subordinate roles, but rather as partners. Involving students as partners allows staff/faculty and student partnership on projects to establish meaningful cooperation and enhance the quality of teaching and learning at McMaster and to contribute to the SoTL field. Involving students as partners in SoTL projects can bring in new perspectives while also putting into practice concepts in the field throughout the entire research project.
To ensure the student’s partnership experience is meaningful, consider the following:
For more information visit our Student Partners Program page.
Annotated Bibliography of Select Resources:
Dalhousie University. (n.d.). Research Ethics Board User Guide on the Scholarship of Teaching and Learning Research [webpage]. Retrieved from https://docs.google.com/presentation/d/e/2PACX-1vQ3e-G-M7QxR9awSBaGJGWCfFyDG4-iviiPTVLnQdeksm2cvXAjja9g-G0pt7wJ0Vn7Xl_ojKOxwEdh/pub?start=false&loop=true&delayms=60000&slide=id.g1f92c1374a_0_49
The guide is an informative introduction to SoTL research. It is well-organized in an interactive open access google booklet. Key ethical issues are highlighted, along with logistics, data collection, and more helpful considerations for structuring and conducting research in the field.
Elgie, S. (2014). Researching Teaching & Student Outcomes in Postsecondary Education: An Introduction. Second edition. Toronto: Higher Education Quality Control Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Research%20Guide%20II%202014.pdf
This is a helpful resource with high level SoTL research considerations. It is most helpful when read after establishing a base understanding of teaching and learning research. This extensive resource covers research with human participants (Tri-Council policies) more generally, vulnerability and risk, and includes helpful fictionalized anecdotes that contextualize key ethical issues in SoTL.
Fedoruk, L. (2017). Ethics in the scholarship of teaching and learning: Key principles and strategies for ethical practice. Taylor Institute for Teaching and Learning Guide Series. Calgary, AB: Taylor Institute for Teaching and Learning at the University of Calgary. www.ucalgary.ca/taylorinstitute/guides
The Taylor Institute-developed booklet is a comprehensive guide to research in SoTL in Canada. It is an introduction to conducting ethical SoTL research, and includes important considerations for informing students, conducting focus groups, involving third parties, etc. It also discusses possible benefits for students engaging in SoTL research as participants.
Fenton, N., Szala-Meneok, K. (2010) Research on Teaching and Learning Guidebook. Eds. Marquis, B. McMaster University Centre for Leadership in Learning.
Developed by the MacPherson institute (formerly Centre for Leadership in Learning), this guide is comprehensive and McMaster specific. Of particular interest, suggestions for translating research for the classroom and beyond are included. This guide would be most helpful for those less familiar with SoTL research and ethics but would be beneficial for researchers of any level looking to conduct SoTL research at McMaster.
Martin, R. (2013) Navigating the IRB: THe Ethics of SoTL. New Directions for Teaching and Learning, 136, https://doi.org/10.1002/tl.20076
This excerpted chapter discusses Institutional Review Boards (IRBs) as they apply to SoTL. It describes when SoTL projects must receive IRB approval and why, the review process, and special issues of concern. It also discusses some current issues relating to ethical SoTL research and the challenges of working in such a new field of research.
MacLean, M., & Poole, G. (2010). An Introduction to Ethical Considerations for Novices to Research in Teaching and Learning in Canada. The Canadian Journal for the Scholarship of Teaching and Learning, 1 (2). http://dx.doi.org/10.5206/cjsotl-rcacea.2010.2.7
This article addresses the complex relationships in teaching and learning research and proposes principles for ethical SoTL research. The value of SoTL research is discussed along with the potential risks unique the unique situation this field occupies. Maclean and Poole’s article would be most helpful for those familiar with SoTL research who want to explore ethical implications of their work and the field more deeply.
McGinn, M.K. (2018). Teaching and Researching Ethics: Guidance for Instructors-Researchers, Educational Developers, and Research Ethics Personnel. The Canadian Journal for the Scholarship of Teaching and Learning, 9 (1). https://doi.org/10.5206/cjsotl-rcacea.2018.1.2
Surveys ethical considerations for SoTL research, particularly for faculty conducting research with their own students or through their own teaching practices. Topics include use of third-parties, risk, undue influence, and copyright infringement. Logistical ideas like crediting participants for their contributions, working within close-knit programs, and evaluation methods. Consider reading this as supplementary material.