Why I Don’t Teach Milton at Perimeter College by Gregg Murray

Why I Don’t Teach Milton at Perimeter College I fell in love with High Modernist English literature. The venerable poet T.S. Eliot wrote The Waste Land in several languages, including Greek and Sanskrit. The brilliant Ezra Pound treated his readers to obscure...

Revising My Peer Review Sessions: Creating a “Peer Tutor” Experience in the Classroom by Rebecca Weaver

Revising My Peer Review Sessions: Creating a "Peer Tutor" Experience in the Classroom by Rebecca Weaver (rweaver@gsu.edu)   Introduction: This semester, I tried a new approach to peer review that I based on a typical peer tutoring session in a writing center....

Teaching as Performance by Owen Cantrell

Teaching as Performance [Reflective Teaching] By Owen Cantrell (ocantrell1@gsu.edu) Several years ago, I accompanied John Frazier—an acting professor from the downtown GSU campus—to Phillips State Prison. John was working with the men in the Common Good Atlanta...

Elevating Preparation and Maintaining Engagement in the Introduction to Psychology Course by Marlena Middlebrook Salters

Elevating Preparation and Maintaining Engagement in the Introduction to General Psychology Course Marlena Middlebrook Salters I recently started assigning in-class assignments each time a new chapter in the Introduction to General Psychology Course is introduced. At...

On Voicelessness and Hunger at #RealCollege

by Dr. Rebecca Weaver (rweaver@gsu.edu) I’m a talker. I’ve always relied on my strong and pliant voice to engage the world and to assist me for the twenty years I’ve been teaching. I teach composition at a community college and my multi-faceted voice does a lot for...

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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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