Getting Started with SoTL  

The best SoTL projects emerge from genuine curiosity about what happens in the classroom. Consider: 

• What challenges do students face in your course? 
• Are there particular teaching strategies you want to evaluate? 
• How do students engage with course content, and where do they struggle? 

Example SoTL questions include: 

• Does incorporating case-based learning improve student engagement in my biology course? 
• How do group discussions impact critical thinking skills in first-year psychology students? 
• What impact does video feedback have on students’ writing revisions? 

A good research question is focused, practical, and tied to student learning outcomes. 

SoTL is a field built on previous research, so reviewing existing literature is a key step. Many questions have already been explored, and reviewing prior studies can help refine research questions and methodologies.  

• Look at SoTL-focused journals, such as: 
  • Teaching & Learning Inquiry (the journal of the International Society for the Scholarship of Teaching and Learning) 
  • International Journal for the Scholarship of Teaching & Learning (IJ-SoTL) 
  • The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) 
• Search discipline-specific education journals for relevant studies in your field 
• Utilize institutional teaching and learning centers, which often curate SoTL resources 

SoTL research methods vary based on the question being investigated. Common approaches include: 

• Surveys and questionnaires to gather student perceptions. 
• Classroom observations to assess engagement. 
• Pre/post assessments to measure learning gains. 
• Student reflections and interviews for qualitative insights. 
• Analysis of course grades or participation data for trends. 

New SoTL researchers should start with manageable methods that fit their teaching context and available resources. 

SoTL involves studying students, so ethical considerations are essential. Most institutions require Research Ethics Board (REB/IRB) approval before collecting data. 

• Ethics applications typically address informed consent, confidentiality, and student participation. 
• Some forms of SoTL (e.g., analyzing anonymous course evaluations) may not require full ethics approval. 

Consult with your institution’s teaching and learning center or research office to navigate the ethical approval process. At McMaster University, we have two ethics boards: 

• Hamilton Integrated Research Ethics Board (HiREB) – for Faculty of Health Sciences 
• McMaster Research Ethics Board – for all other Faculties

Once a research plan is in place, data collection begins. New SoTL researchers should: 

• Use simple, structured approaches (e.g., short surveys, basic coding for qualitative data). 
• Keep data collection aligned with teaching to avoid extra workload. 
• Consider collaborating with colleagues or institutional support teams for data analysis. 

SoTL research is most impactful when findings are used to enhance teaching practices. Once results are analyzed, consider: 

• What worked well? What should be changed? 
• How will findings shape future course design or instructional strategies? 
• Can results be shared with colleagues to improve broader teaching practices? 

SoTL findings should be shared so that others can learn and build upon them. New SoTL researchers can: 

• Present at department meetings or teaching and learning workshops. 
• Submit findings to a SoTL journal or conference. 
• Write a short reflective blog post or teaching brief.