Amundsen, C., Emmioglu, E., Hotton, V, Hum, G. & Xin, C. (2016). The intentional design of a scholarship of teaching and learning initiative. New Directions in Teaching and Learning, 146, 31–38. https://doi.org/10.1002/tl.20184
Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education, Review of Educational Research, 82(1), 90-126.
Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry 1 (1), 121-25. https://doi.org/10.20343/teachlearninqu.1.1.121.
Hubball, H. T., & Gold, N. (2007). The scholarship of curriculum practice and undergraduate program reform: Integrating theory into practice. New Directions for Teaching and Learning, 112, 5-14.
Hubball, H. T., Pearson, M. L., & Clark A. (2013). SoTL inquiry in broader curricular and institutional contexts: Theoretical underpinnings and emerging trends. Teaching & Learning Inquiry, 1(1), 41-57.
Hutchings, P. (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching.
Ethics & Scholarly Integrity
Burman, M., & Kleinsasser, A. (2004). Ethical guidelines for use of student work: Moving from teaching’s invisibility to inquiry’s visibility in the scholarship of teaching and learning. The Journal of General Education, 53(1), 59-79. www.jstor.org/stable/27797976
Chang, R.L., Gray, K. (2013). Ethics of research into learning and teaching with Web 2.0: Reflections on eight case studies. Journal of Computers in Higher Education, 25, 147–165. https://doi.org/10.1007/s12528-013-9071-9
Hutchings, P. (2003). Competing Goods: Ethical issues in the scholarship of teaching and learning. Change, 35(5), 26-33. www.jstor.org/stable/40177229
Lipton, S., Boyd, E. A., & Bero, L. A. (2004). Conflicts of interest in academic research: Policies, processes, and attitudes. Accountability in Research, 11, 83–102.
Maurer, T. (2017). Guidelines for authorship credit, order, and co-inquirer learning in collaborative faculty-student SoTL projects. Teaching & Learning Inquiry 5(1), 115-31. https://doi.org/10.20343/teachlearninqu.5.1.9
Schoenherr, J. Williams-Jones, B. (2011). Research integrity/misconduct policies of Canadian universities. Canadian Journal of Higher Education, 41(1). https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/2173/2122
Tri-Council Policy Statement: Ethical conduct for research involving humans – TCPS 2 (2018). https://ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2018.html
Danielson, M. A. (2012). SoTL as generative heuristic methodology for building learning communities. International Journal for the Scholarship of Teaching and Learning, 6(2). https://doi.org/10.20429/ijsotl.2012.060204
Divan, A., Ludwig, L. O., Matthews, K. E., Motley, P. M. & Tomljenovic-Berube, A. M. (2017). Survey of research approaches utilised in the scholarship of teaching and learning publications. Teaching & Learning Inquiry, 5(2). https://doi.org/10.20343/teachlearninqu.5.2.3
Grauerholz, L., & Main, E. (2013). Fallacies of SoTL: Rethinking how we conduct our research. The Scholarship of Teaching and Learning in and Across the Disciplines, 152-168.
Gurung, R.A.R. (2014). Getting foxy: Invoking different magesteria in the scholarship of teaching and learning. Teaching & Learning Inquiry 2(2), 109-114. https://doi.org/10.20343/teachlearninqu.2.2.109.
Hubball, H. T., & Clarke, A. (2010). Diverse methodological approaches and considerations for SoTL in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 1(2). http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.2
Newhart, D. W. (2013). When is a survey more than a survey?. About Campus, 18(3), 30-32. https://doi.org/10.1002/abc.21122
Pearson, M. L., Albon, S. P., & Hubball, H. (2015). Case study methodology: Flexibility, rigour, and ethical considerations for the scholarship of teaching and learning. Canadian Journal for the Scholarship of Teaching and Learning, 6(3), 12.
Punch, K. F. (2003). Survey research the basics. London: Sage Publications. https://dx.doi.org/10.4135/9781849209984
Webb, A. (2015). Research interviews in the scholarship of teaching and learning. Transformative Dialogues: Teaching & Learning Journal, 8(1), 1-8.
Webb, A. S. & Welsh A. J. (2019). Phenomenology as a methodology for scholarship of teaching and learning research. Teaching & Learning Inquiry, 7(1), 168-181. https://doi.org/10.20343/teachlearninqu.7.1.11
Qualitative Methods in Education
DeJong, M., & Schellens, P. (1998). Focus groups or individual interviews?: A comparison of text evaluation approaches. Technical Communication, 45, 77–88.
Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of basic and clinical pharmacy, 5(4), 87–88. https://doi.org/10.4103/0976-0105.141942
Morgan D.L. (1996). Focus group. Annual review of sociology, 22, 129-152. https://doi.org/10.1146/annurev.soc.22.1.129
Vaismoradi, M., & Snelgrove, S. (2019). Theme development in qualitative content analysis and thematic analysis. Qualitative Social Research, 20, 3. http://dx.doi.org/10.17169/fqs-20.3.3376.
Vaismoradi, M., Jones, J., Turunen, H. & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100-110.
Vaismoradi, M., Jones, J., Turunen, H., & Bondas T. (2013). Content analysis and thematic analysis: Implication for conducting a qualitative descriptive study. Nursing & health sciences, 15 (3), 398-405. https://doi.org/10.1111/nhs.12048
Quantitative Methods in Education
Bernstein, J. L. (2018). Unifying SoTL methodology: Internal and external validity. Teaching & Learning Inquiry, 6(2), 115-126. https://doi.org/10.20343/teachlearninqu.6.2.9
Boeren, E. (2018). The Methodological Underdog: A review of quantitative research in the key adult education journals. Adult Education Quarterly, 68(1), 63–79. https://doi.org/10.1177/0741713617739347
Mixed Methods in Education
Johnson, R.B., Onwuegbuzie, A. J., & Turner, L.A. (2007). Towards a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133.
Leech, N. L., & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Quality & quantity, 43(2), 265-27.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Eighth edition, Routledge.
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17
Onwuegbuzie, A. J. & Hitchcock, J. H. (2017). A meta-framework for conducting mixed methods impact evaluations: Implications for altering practice and the teaching of evaluation. Studies in Educational Evaluation, 53, 55-68.
Indigenous Methodologies in Education
Cole, P. (2017). An Indigenous research narrative: Ethics and protocols over time and space. Qualitative Inquiry, 23(5), 343–351. https://doi.org/10.1177/1077800416659083.
Cole, P. (2002). Aboriginalizing methodology: Considering the canoe. International Journal of Qualitative Studies in Education, 15(4), 447-459.
Pidgeon, M. (2018). Moving between theory and practice within an Indigenous research paradigm. Qualitative research, 19(4), 418-436. https://journals.sagepub.com/doi/full/10.1177/1468794118781380
Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Eociety, 1(1).
Whiteduck, M. (2013). “But it’s our story. Read it”: Stories my grandfather told me and writing for continuance. Decolonization: Indigeneity, Education & Society, 2, 72-92.
UBC Indigenous Research Guide: https://guides.library.ubc.ca/IndigResearch
Friberg, J., & McKinney, K. (Eds.). (2019). Applying the scholarship of teaching and learning beyond the individual classroom. Bloomington, Indiana, USA: Indiana University Press. doi:10.2307/j.ctvpb3w0t
McKinney, K. (2012). Increasing the impact of SoTL: Two sometimes neglected opportunities. International Journal for the Scholarship of Teaching and Learning, 6(1). https://doi.org/10.20429/ijsotl.2012.060103
Webb, A., Hubball, H., Clarke, A., & Ellis, S. (2020). Strategic approaches to SoEL inquiry within and across disciplines: Twenty-year impact of an international faculty development program in diverse university contexts. Global Research in Higher Education, 3(1). http://dx.doi.org/10.22158/grhe.v3n1p1
Allin, L. (2014). Collaboration between staff and students in the scholarship of teaching and learning: The potential and the problems. Teaching & Learning Inquiry. 2(1), 95-102. doi:10.2979/teachlearninqu.2.1.95.
Chick, N. (2013). Difference, privilege, and power in the scholarship of teaching and learning: The value of humanities SOTL. In McKinney K. (Ed.), The Scholarship of Teaching and Learning In and Across the Disciplines. Indiana University Press.
Geertsema, J. (2016). Academic development, SoTL and educational research. International Journal for Academic Development, 21(2), 122–134. https://doi.org/10.1080/1360144X.2016.1175144
Mathany, C., Clow, K. M., & Aspenlieder, E. D. (2017). Exploring the role of the scholarship of teaching and learning in the context of the professional identities of faculty, graduate students, and staff in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). https://doi.org/10.5206/cjsotl-rcacea.2017.3.10
Miller-Young, J., & Yeo, M. (2015). Conceptualizing and communicating SoTL: A framework for the field. Teaching & Learning Inquiry, 3(2), 37-53. doi:10.2979/teachlearninqu.3.2.37
Alvarez-Bell, R. M., Wirtz, D. & Bian, H. (2017). Identifying keys to success in innovative teaching: Student engagement and instructional practices as predictors of student learning in a course using a Team-Based Learning approach. Teaching & Learning Inquiry, 5(2). https://doi.org/10.20343/teachlearninqu.5.2.10
Andreychik, M. R., & Martinez, V. (2019). Flipped vs. traditional: An analysis of teaching techniques in finance and psychology. Teaching & Learning Inquiry, 7(2), 154-167. https://doi.org/10.20343/teachlearninqu.7.2.10
Chick, N., Karis, T., & Kernahan, C. (2009). Learning from their own learning: How metacognitive and meta-affective reflections enhance learning in race-related courses. International Journal for the Scholarship of Teaching and Learning, 3(1). https://doi.org/10.20429/ijsotl.2009.030116
Healey, M., Matthews, K. E., & Cook-Sather, A. (2020). Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres. Elon, USA: Elon University Centre for Engaged Learning. https://doi.org/10.36284/celelon.oa3
Levkoe, C. Z., Brail, S., & Daniere, A. (2014). Engaged pedagogy and transformative learning in graduate education: A service-learning case study. Canadian Journal of Higher Education, 44(3), 68-85. https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/186039
Popenici, S.A.D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research & Practice in Technology Enhanced Learning, 12(1), 1-13. https://doi.org/10.1186/s41039-017-0062-8
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