Identifying so-called “problems” is one approach to beginning with SoTL. Another is to begin by asking questions. These questions can be asked of students (what is working? What is not?) or they can come from thinking through a new classroom approach, in the hopes of further investigating a new approach or more deeply understanding one that’s ongoing..
Hutchings (2000) provided a taxonomy of questions that are frequently posed by scholars in SoTL. The taxonomy comprises four distinct types of questions: “What works?” “What is?” “Visions of the possible,” and “Formulating new conceptual frameworks.”
Within the SoTL literature, the most common questions are the first two:
- What works?: This question aims to gather evidence about the effectiveness of different teaching approaches, strategies, or interventions.
- Example: Does student comprehension improve more when they collaborate with peers compared to working individually?
- What is?: This question focuses on describing what a practice or condition looks like in the classroom, but does not evaluate the effectiveness of different teaching approaches or interventions.
- Example: What occurs when students engage with complex literary texts that challenge their understanding?
For further insight into “What works?” and “What is?” SoTL projects, explore ‘Examples of SoTL Projects’
References:
Hutchings, P. (2000). Opening lines: Approaches to the Scholarship of Teaching and Learning. The Carnegie Foundation for the Advancement of Teaching.