CFD Research & Scholarship of Teaching and Learning Flashcards

Which model for faculty development positions SoTL as a vehicle for building a culture of evidence-based teaching across an entire institution, rather than just individual inquiry?

Answer: The Comprehensive Faculty Development Model (CFDM)

The Comprehensive Faculty Development Model (CFDM) situates SoTL within a broader institutional commitment to teaching excellence, aligning individual inquiry with institutional learning goals.

When presenting SoTL findings, which statement best reflects the appropriate scope of claims an instructor-researcher should make?

Answer: Results are context-specific but may resonate with faculty in similar settings

SoTL findings are contextually situated; responsible dissemination acknowledges the specific setting while inviting others to explore resonance in their own contexts.

Which faculty development strategy most effectively helps instructors move from anecdotal beliefs about their teaching to evidence-based self-reflection?

Answer: Teaching portfolios that include student learning artifacts and reflective analysis

Teaching portfolios that combine student work samples with reflective commentary require faculty to ground self-assessment in concrete evidence of student learning, not just perceived effectiveness.

A faculty developer is building a SoTL community of practice at their institution. According to Wenger, which three elements define a community of practice?

Answer: Domain, Community, and Practice

Wenger defines a community of practice by its shared domain of interest, the community of members who interact and learn together, and the shared practice they develop and refine.

Which professional organization in the US is most closely associated with advancing the Scholarship of Teaching and Learning across disciplines in higher education?

Answer: International Society for the Scholarship of Teaching and Learning (ISSOTL)

ISSOTL (International Society for the Scholarship of Teaching and Learning) is the primary professional home for SoTL practitioners, hosting the flagship annual conference and publishing Teaching & Learning Inquiry.

In the context of SoTL, what does the term 'going meta' mean as described by Bass (1999)?

Answer: Treating teaching as a problem worthy of public inquiry rather than a private act

Bass argued that framing a teaching challenge as a public 'problem' worthy of systematic inquiry—rather than a private failure—is the fundamental shift that transforms teaching into scholarship.