Scholarship of Teaching and Learning
The UW-Superior CETL involvement in Scholarship on Teaching and Learning support for scholarly activities was launched as a pilot program in the spring/summer of 2012. Since the pilot start-up the program has continued to evolve into the currently offered SoTL homegrown program.
Mr. Nathan Anderson , “Do video lectures improve student assessment scores for distance learning students taking Physical Science?”
Ms. Allison Garver, “Evaluating the outcomes of a student leadership training program”
Amanda Lilly , “People have the right to make bad decisions! How Social Work students interpret the concept of client self-determination“
Susan Maguire , “Cultivating a Growth Mindset in Visual Arts Students “
Kate Nolin-Smith , “What motivates our campus Language Learners? An exploration of Directed Motivational Currents (DMC’s) in university students studying content in a second language”
Dr. Matthew Ridenour , “Teachers are: Metaphorical representations of teaching as a vocation, and what these metaphors say about pre-service educator perceptions and identity”
Additional SoTL Resources
Upcoming SoTL Dates
UW-Superior SoTL Program overview
One of the needs on UW-Superior's campus is providing infrastructure and summer stipend support for scholarly activities. To assist in this effort, CETL offered a pilot program in Spring/Summer 2012 and again in Spring/Summer 2013.
In 2013 a program was designed for Non-Instructional Academic Staff, as well as the Faculty and Instructional Teaching Staff program piloted in 2012.
These programs provided funding for intensive development of some aspect of a scholarly project in Summer 2012 and Summer 2013. Grants were designed for production of scholarship "pieces of work" that clearly identified tasks to move ahead design and/or production of scholarly projects. For instructors, it was either a SoTL (scholarship of teaching/ learning) or a discipline based research project that would be integrated into classroom or out-of-classroom teaching.
For non-instructional academic staff, the project would include intensive development of a program to foster effective student learning. Stipends were processed with 75% paid in the recipients' June paychecks and the final 25% processed upon proof of completion of the proposed projects in August.
A summary of all projects received was presented to the Provost as part of examples of CETL supported work. A list of recipients with their completed projects was publicized by CETL in the CETL Connections Newsletters and posters of award recipients were displayed at CETL celebrations of scholarship.