HomePublicationsOpen Access SeriesBecoming a SoTL ScholarSection 2 Chapter 7: Guiding Principles for STEM Faculty Interested in SoTLDownload Chapter 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: 3424 views | 863 downloadsISBN: 978-1-951414-11-5July 2024 (Temporarily Unavailable) Matthew A. FisherIn “Guiding Principles for STEM Faculty Interested in SoTL,” Matt Fisher explicitly addresses some of the initial challenges STEM faculty may face when engaging in SoTL, including developing research questions that don’t require a (quasi)experimental design and understanding how SoTL is similar to but different from discipline-based educational research. For example, Fisher effectively compares SoTL to ecological fieldwork in biology, a type of research that doesn’t require the isolation of the phenomenon of interest from its context. He goes on to describe, with examples, how SoTL can draw upon diverse methodologies, diverse conceptual frameworks, and diverse contexts beyond a single course, and how it can be multidisciplinary and collaborative. Chapter DOI: https://doi.org/10.36284/celelon.oa6.7 Discussion Questions How would you describe your SoTL work at this point in time? Based on your description, which of the guidelines presented in this chapter would be most relevant now? Based on how you see your SoTL work developing over the next five years, which of the guidelines presented in this chapter would become important to keep in mind at some future point? Share: