Welcome to Recursive: SoTL in Progress, an electronic resource and blog created to facilitate and promote the work of faculty engaged with the scholarship of teaching and learning (SoTL).*
Recursive is designed to be a venue for scholarship 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. The goal of the journal is both to share the important research taking place in the field of SoTL and to provide faculty and researchers with feedback and advice as they develop and work on SoTL projects.
*PLEASE NOTE THAT RECURSIVE IS NOT CURRENTLY A PEER-REVIEWED JOURNAL; RATHER IT IS A RESOURCE THAT SERVES AS A SPACE FOR FACULTY TO DEVELOP SOTL PROJECTS AND RECEIVE FEEDBACK ON PROJECTS IN VARIOUS STAGES OF DEVELOPMENT. DUE TO THE “IN-PROGRESS” NATURE OF THE WORK FEATURED HERE, AND THE BLOG’S FUNCTION AS A RESOURCE FOR FACULTY, SUBMISSIONS TO RECURSIVE ARE NOT CONSIDERED “PUBLISHED” IN THE TRADITIONAL SENSE.
How it works:
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 the CETL SoTL Fellows.
Submission Categories: (read the full submission guidelines here).
Short-form “scholarly teaching” posts (approx. 200-500 words – no hard limit):
- Teaching tips: Something you did in the classroom – an assignment, an exercise, teaching technique etc. – that worked well or failed spectacularly!
- Reflections on a current issue in teaching: ex. “Trigger warnings” or integrating community service
- Tools and Technology: Recommendations for digital (or analog) tools that you have used in the classroom
- “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.)
- 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).
- Other teaching and learning related subjects: Accessibility in the college classroom, Teaching with Technology, Assessment, etc.
SoTL Q&A and Peer Review:
- 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.
Repository of syllabi and assignments.
- Faculty may submit sample syllabi and assignments to accompany a related article or as a stand-alone submission.
Other possible formats: Interviews, Archived Web-casts, Videos, Pod-casts etc.
Please see the Submissions Guidelines page for information on how to contribute to Recursive.
Questions related to submission or any other aspect of the journal can be directed to the editor at firstname.lastname@example.org
All content, unless otherwise noted, is protected by a Creative Commons Attribution-NonCommercial-NoDerivatives license.