Friday, 01. March 2019, GGC, Center for Teaching Excellence, Scholarship of Teaching and Learning (SoTL) FLC (by invitation only)

Open to invited faculty only.
Scholarship of Teaching and Learning (SoTL) FLC
This CTE initiative supports faculty interested in improving their teaching practice through academic inquiry. Participants in this learning community will not only read research-based scholarship about new teaching practices and new uses of digital media and learning technologies; they will also develop strategies to study how these and other instructional interventions impact their students’ learning.
The goals of the Scholarship of Teaching and Learning (SoTL) Faculty Learning Community are to provide structure to faculty interested in becoming SoTL scholars, to help faculty advance their own SoTL projects, and to form a community of colleagues actively doing SoTL research. Members of the FLC will engage in regular discussions involving different aspects of SoTL, from the principles and practices that inform SoTL work, to foundational texts and exemplary SoTL publications, to specific SoTL projects that members of the community are developing. Faculty participants in this program will be supported in the design and execution of their own SoTL projects, from identifying meaningful areas of inquiry, to obtaining IRB approval for human subjects research, to collecting and analyzing research data. Members of the FLC who are currently working on their own SoTL projects will be encouraged to identify a potential publication or presentation opportunity to share their project results, and serve as resources or potential “mentors” to early-stage SoTL colleagues.
About SoTL:
The scholarship of teaching and learning isan approach to teaching, learning, and research in higher education that aimsto improve instruction through active inquiry and investigation. Broadly, SoTL involves asking questions about what works in the classroom and contributes to students’ learning. SoTL-type projects aim to answer those questions through systematic research that entails collecting relevant evidence of student thinking, analyzing that evidence using appropriate methods, and sharing the results of that analysis with a community of scholars. Examples of this approach might include:

studying how a new form of classroom activity supports learning of a particular concept or idea,
examining how a new instructional tool or learning technology contributes to student learning,
researching the effectiveness of a particular assessment technique or design, or
identifying barriers that inhibit the implementation of technology or new instructional strategies in the classroom, etc. 

Dr. Rolando Marquez - Associate Director for the Center for Teaching Excellence, Assistant Professor of Instructional Technology, and Quality Matters Coordinator 
Dr. Roy Marquez is the Associate Director for the CTE and the Quality Matters Coordinator for Georgia Gwinnett College. He earned his doctorate in Instructional Technology from the University of Central Florida. He has worked most recently at Eastern New Mexico University as the Curriculum Development Specialist and Quality Matters Institutional Representative. Prior to that, he was at the University of Central Florida in the capacity of Technology Specialist for the College of Education and the Center for Research in Education, Arts, Technology and Entertainment. His college teaching experience includes undergraduate courses in information systems and graduate courses in educational technology/instructional design. Dr. Marquez also has worked in the public school system as well as in the corporate sector with several educational technology companies. His current interests include looking at the relationship between the choice of instructional technology and media, assistive technology, and student achievement.

Scholarship of Teaching and Learning (SoTL) FLC (by invitation only)

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