The Faces You Can’t Forget: Teaching in Prisons with the Georgia State University Prison Education Program (GSUPEP)

Editor's Note: This post is the first in a series about experiences faculty, staff, and students have had working with the Georgia State University Prison Education Project (GSUPEP). You can learn more about the project at their website...

Beyond the Classroom Walls

by Tamara Shue (      Phones attached to their hands, short attention spans. Instructors often think of these characteristics when we think of millennials. By the same token, millennials live in a world that—thanks primarily to technology—is smaller than...

Let’s Unpack That: Facilitating Writing Analysis and Reflection in Freshman Composition

By Jessie Hayden ( - GSU Perimeter College. French poet Paul Valėry once famously said, “A poem’s never finished, only abandoned.” One assumes that Valėry persisted and continued to probe the depths of his craft, ever striving to master his chosen...

It Grades For Me and It Grades For Them? Sign Me Up! (Teaching Tip)

By Amy Cassaniti ( Group work. The bane of our existence as well as every student’s. As educators, we recognize the value of group work: fosters cooperation, enables collaborative learning, boosts public speaking skills, and aids in lesson...

Changing the Face of Service Learning in the Online Public Speaking Course: The Persuasive Community Advocacy Speech (Teaching Tip)

by  Bettina Benoit Durant Assistant Professor of Communication and Journalism, Georgia State University Goal of the Assignment:  The goal of this persuasive speech assignment is to get students engaged and to provide students with the principles of persuasion...

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Recursive:  SoTL in Progress

An open-access journal and resource for the scholarship of teaching & learning


Welcome to Recursive: SoTL in Progress, an electronic resource, journal, and blog created to facilitate and promote the work of faculty engaged with reflective teaching, scholarly teaching and the scholarship of teaching and learning (SoTL).


Recursive is a venue for the scholarship of teaching and learning in all stages of development, from early investigations of possible research studies, pilots of new assignments or teaching techniques prior to gathering data (“scholarly teaching”), to reports on research in progress and final write-ups of completed projects.

Faculty can submit various types of scholarship for to be featured on the blog as an article (long- or short-form), pose a question related to SoTL, or request advice (mock “peer review“) from fellow faculty and SoTL experts from the Center for Excellence in Teaching.

Submission Categories Basics (full descriptions here)

  • Learning Stories/Teaching Tips: Short “blog post” on something you did in the classroom – an assignment, an exercise, teaching technique etc. – that worked well or failed spectacularly!
  • Reflection Piece: Short though-piece or longer reflection essay on a teaching strategy you have tried, a challenge you have encountered, or an issue related to pedagogy in general (ex. “Trigger Warnings” on syllabi or integrating community service into the curriculum).
  • Themed Clusters:  Faculty working on similar topics may submit papers for consideration for publication together.  (ex. faculty teaching the same book or working on a teaching intervention across disciplines).
  • Tools and Technology: Recommendations for digital (or analog) tools that you have used in the classroom to target student learning.
  • Other teaching and learning related subjects: Accessibility in the college classroom, Teaching with Technology, Assessment, etc.
  • Multi-media submission:  Submit a video, audio file, podcast, interactive media that demonstrates your reflective teaching practices.
  • Faculty may submit sample syllabi, assignments, rubrics, and sample student work (with permission) to accompany a related article or as a stand-alone submission.
Short- or long-form “scholarly teaching” posts (approx. 250-3,000 words – no hard limit):
  • Applying Research from a SoTL study to your teaching: A write-up of your application of a new strategy or pedagogical approach using research from a previous SoTL study (your own or one in your field) and the results you observed.
  • Assessment of a Teaching Strategy or Intervention: Preliminary data and observations from the informal assessment of an innovation in your classroom (no IRB)
  • Evaluation of a new teaching technique, assignment, student activity etc. based on informal peer assessment (ex. classroom observation, post-assignment review with colleagues or CETL staff)
  • “SoTL Work in Progress:” Early versions of longer research-driven articles that take stock of how your SoTL research is going and reflects on problems with any element of the process.
Long-form SoTL articles (approx. 500-2000 words)
  • SoTL Research: Articles detailing data-driven research projects.  Essays may cover the work completed so far for a long-term project or the final write-up of a project (potentially for feedback before submission to a peer-review journal)*
  • SoTL/Scholarly Teaching Reflection Essays: Longer essays addressing an issue in teaching that relates to SoTL or Scholarly Teaching (ex. Assessment, Data Collection, IRB, Designing research projects, etc.)
  • Questions/Discussions about issues in developing SoTL projects: Faculty may pose short-form questions or start a discussion about a SoTL topic and receive feedback on the blog from other faculty.  Questions may be emailed to the editor or posted directly as a comment on an existing article or on the SoTL Q&A page.
  • SoTL Feedback/Advice (“Mock Peer Review”): Submissions requesting advice from a SoTL expert will be posted on the blog and will receive feedback from other faculty and from the SOTL Fellows in the Center for Excellence in Teaching.

Contact Us!

Questions related to submission or any other aspect of the journal can be directed to the editor

All content, unless otherwise noted, is protected by a Creative Commons Attribution-NonCommercial-NoDerivatives license.

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