The University of Wyoming has established a framework for the Scholarship of Teaching and Learning (SoTL) initiative, which serves as a guided pedagogical approach to engage the academic community (e.g., faculty, instructors, lecturers, graduate assistants) in scholarship related to teaching and learning collaboratively. The overarching goal of the SoTL initiative at UW is to create a culture that encourages systematic, inquiry-based, evidence-based, innovative, and inclusive approaches to assess and reflect on students’ learning and experiences and engagement in deep teaching processes.
The UW’s SoTL initiative provides a platform for academic community members to contribute to scholarship, creative work, and discovery of knowledge in the realm of teaching and learning. Scholarship of Teaching and Learning involves systematic research in pedagogical and curricular design and the empirical evaluation of practices that affect student learning and advance teaching. SoTL research is an example of reflective practice in higher education particularly when it is publicly shared and reviewed by an academic community and peers. The SoTL incorporates research methodologies to conduct a systematic and evidence-based inquiry. Engaging in SoTL projects allows faculty and educators:
• To embrace and experiment with new quality teaching approaches and strategies promoting a culture of continuous advancement in teaching practices.
• Explore and reflect on their teaching methods and students’ learning experiences to better meet the diverse learning needs within the academic community.
• Implement collaborative reflections in the coursework to affect pedagogy and enhance the overall learning experience for students.
• Empower a collaborative action and inquiry-based research spirit among faculty and educators through the processes of reflection and assessment.
Assessment Specialist, Scholarship of Teaching and Learning Coe Library 511-E
Dilnoza is the Assessment/SoTL Specialist in the Division of Assessment and Scholarship of Teaching and Learning (SoTL) at the ECTL. Dilnoza has a Ph.D. in Education, Curriculum & Instruction with a focus on Literacy Studies (minors in Qualitative and Quantitative Research Methodologies) and International Studies. Her MA is in Curriculum & Instruction with a focus on English as a Second Language (ESL). She earned both graduate degrees from the University of Wyoming. To advance her career, Dilnoza is completing Public Leadership Credentials from Harvard University. Dilnoza's areas of expertise includes a skill set in intercultural competence, program development and assessment, research professional development trends, and providing professional development support. Her research include adult education, scholarship of teaching and learning, lifelong learning, non-formal education, and international education.
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