HomePublicationsOpen Access SeriesBecoming a SoTL ScholarBook Resources SoTL Taxonomy – Trees, Branches, and Sub-branches Book MenuBecoming a SoTL Scholar SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Chapter 17Chapter 18Book Resources Contributors Download BookOpen access PDFdoi.org/10.36284/celelon.oa6ISBN: 978-1-951414-10-8June 20245.6 MBMetrics: 3731 views | 950 downloadsISBN: 978-1-951414-11-5July 2024 (Temporarily Unavailable) The authors of chapter 11 of Becoming a SoTL Scholar provide the current SoTL Taxonomy, including all trees, branches, and sub-branches. [Download as PDF] 1. Research Focus 1.1 Teaching and Learning Lecture Seminar Active learning Flipped classroom Problem based learning Project based learning Experiential learning Gamification Peer learning Conceptual learning Threshold concepts Concept maps Concept inventories Misconceptions Preconceptions Curriculum/course design 1.2 Assessment Grading system Self-assessment Peer-evaluation Homework Assignment Feedback Summative Formative Rubric Portfolio Exam Multiple choice Open ended Practical examination Open book Standardized Assessment models Outcome-based learning Competency-based learning Mastery-based learning 1.3 Learning Tools and Technologies Slides/Presentation tools Multimedia Simulation Virtual reality Student response system Learning management system Electronic course portfolio 1.4 Equity in Learning Diversity Gender Transgender Sexual orientation Race/ethnicity Students with disabilities Socio-economic status Decolonization Language Religion Political Geopolitical conflict Natural disasters 1.5 Academic Support Mental health Physical health Mentoring Tutoring Academic advising Office hours Career advising 1.6 Student Success Motivation Engagement Attendance Graduation Retention Performance Identity Culture 1.7 SoTL Studies Defining SoTL SoTL policy Career advancement Institutional support Community of practice SoTL Identity Epistemology Research Quality Reliability Validity Credibility Rigour 2. Research Context 2.1 Discipline Provide the disciplinary information as broad (e.g., STEM, SoTL), or as narrow (e.g., Fine Arts, Quantum Physics) as needed 2.2 Learning Level Provide the level as broad (e.g., K-12, Graduate), or as narrow (certificate, first year) as needed 2.3 Setting Classroom In-person Virtual/Online Synchronous Asynchronous MOOC Blended Extracurricular Field trip Competitive project team Workshop Laboratory Makerspace Studio Formalized work experience Practicum Co-op Internship 2.4 Scope of Investigation Department Institutional Regional National Global 2.5 Population Student International Domestic Faculty Staff Instructor Teaching assistant Tutor Mentor Academic advisor 3. Research Approach 3.1 Research Method Quantitative Descriptive statistics Inferential statistics Experimental research Regression Qualitative Case study Content analysis Discourse analysis Document analysis Ethnography Autoethnography Grounded theory Narrative inquiry Phenomenology Phenomenography Mixed-methods Sequential Explanatory Exploratory Concurrent Reflection on practice Literature review Systematic Scoping Classroom action research 3.2 Data Source Surveys Interviews Focus groups Course deliverables Discussion forums Assignments Homework Exams Grades Institutional feedback forms Course material Syllabus Course outline Content Rubrics Recorded lectures Classroom observation 3.3 Theoretical Framework Cognitive theories Constructivism Cognitivism Metacognition Social cognitive theories Humanism Variation theory of learning Affective theories Behavior theories Emotional learning Critical theories Intersectionality Developmental theories Adult learning Share:
