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- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
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- Tools for Inquiry: Conducting Inquiry Using CES
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- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Teaching and Learning Development Grant Program
- Conferences
- 2026 ISSOTL Conference [October 28-31, 2026]
- OnlineEd 2026 Conference [November 4, 2026]
- 2026 STLHE Virtual Conference [November 13, 2026]
- Cfp: International Journal for Students as Partners [Deadline: November 15, 2026]
- Call for chapters - Making up time: Towards a pedagogy of living and resisting the economization of time [Deadline: November 30, 2026]
- For Research Personnel
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SoTL 102: Formulating an Inquiry Project
After participating in SoTL 101, it鈥檚 time to put your own project together. The Scholarship of Teaching and Learning (SoTL) uses systematic and deliberate inquiry into teaching and learning practices. As a field, we strive to engage in a range of methodologies, disciplinary perspectives, and epistemologies to inform our scholarly activity using Felten鈥檚 (2013) principles of SoTL:
- Inquire about student learning;
- Ground teaching and learning in context;
- Use methodologically sound approaches;
- Treat students as partners in their learning; and
- Share our findings
To do this, we support instructors to:
- Ask meaningful questions about your teaching practice(s):鈥疻hat is working well? Perhaps you want to better understand student behaviour? Explore new technologies? What can you learn from working with other instructors?
- Conceptualize your approach to understand these practices and their impact:鈥疻e understand that learning is an evolving process, and support projects through various levels of development. From brainstorming to formal presentation to educational leadership and everything in between.
- Develop methods and processes for reflection and action: Sound approaches are central to the scholarship of teaching and learning.
- Share and connect with peers: It鈥檚 important to share lessons learned 鈥� both positive and negative 鈥� with fellow practitioners.
Come ready to explore our research-based approach and discuss with our team and research peers new or established ideas about conducting inquiry-research.
In this 2-hour workshop you will be guided through crafting an inquiry question and take a deeper dive into considerations when planning your inquiry, either for existing courses or as part of planning for a future, SoTL research project.
You will:
- Identify your inquiry topic and formulate a research question
- Receive guidance on how to select the best methods to answer your research question
- Support peers in their inquiry research
- Discuss tips to plan for future, larger SoTL research projects
Who should attend SoTL 102?
- You have already taken SoTL 101
- Instructors ready to start doing inquiry-research into learning and teaching at 911吃瓜
- Instructors who are planning for a larger, SoTL research project
- Instructors or staff keen to support colleagues in developing their research ideas
UPCOMING SESSIONS