What is SoTL?

Software tutorials Classroom facilities Arnold Bernhard Library Other support services

For new faculty

Getting started Getting a computer Getting an id & password Working from
on campus Working from
off campus Advising students Library services

For part-time faculty

Email and voicemail Space for working & meeting with students Support for evening classes Copiers & printers for faculty Working from off campus Online teaching seminars Support from the Office of Academic Affairs

Basic course administration

Getting info on my courses, rosters & rooms Posting my syllabus & faculty information Posting course content Communicating with my students Assigning & collecting homework Creating, giving & grading tests Posting individual & final grades

Course design

Course design: an overview Course design: a tutorial for teaching faculty Finding content Building content Buying content

Communicating with students

Office hours Announcements Email Student journals Discussion boards Group web site

Assessing student performance

Basic assessment concepts Simple tests Question pools Written assignments Improving students' academic skills

Assessing the course

Feedback during a course Course evaluations Programmatic and University wide assessments

Faculty development

Some basic teaching principles The Faculty Collaborative for Excellence in Learning & Teaching Seminars on teaching Summer grants for teaching Writing across the curriculum Scholarship of Teaching & Learning Academic Affairs support for faculty development Center for excellence in teaching & service to students Teaching centers at other Universities

Getting help

Problems in the classroom Blackboard problem Laptop problems Academic integrity incident Helping students in academic difficulty Support for part time or evening faculty Helpful contacts

Frequently asked questions

Please let us know
if you don't find
what you need

What Is the Scholarship of Teaching & Learning?

Ernest Boyer’s Scholarship Reconsidered: Priorities of the Professoriate, first published in 1990, encouraged colleges and universities to recognize four types of scholarship: discovery, integration, application, and teaching (the research and application of knowledge to improve the teaching- learning process). Faculty can endorse a teacher/scholar model that links scholarship to the students’ teaching-learning experience. The teacher/scholar model is an inclusive one that embraces all forms of scholarship, from basic research to the scholarship of teaching and learning. As teacher/scholars, Quinnipiac's faculty have a central interest in learning how people learn and in making student learning more dynamic and effective, the goal of the Scholarship of Teaching and Learning (SoTL).

For an activity to be designated as scholarship, it should manifest at least three key characteristics: it should be public, susceptible to critical review and evaluation, and accessible for exchange and use by other members of one’s scholarly community.

"Viewing teaching as scholarly work is essential. Teachers so often have to carry out their work in isolation from their colleagues. The result is that those who engage in innovative acts of teaching do not have many opportunities to build on the work of others. [The Scholarship of Teaching] seek[s] to render teaching public, subject to critical evaluation, and usable to others in the field."

Lee Shulman, President, Carnegie Foundation for the Advancement of Teaching