The Scholarship of Teaching and Learning: A Collaborative Model

Concurrent Session 6

Brief Abstract

This panel describes a collaborative scholarship of teaching and learning (SoTL) project among the University of Central Florida, Carnegie Mellon University. Colorado Technical University, and the University of Mississippi facilitated by MindWires’ Empirical Educator Project. Each university discusses success and challenges establishing SoTL and the value of the effort.

Sponsored By


Charles Dziuban is Director of the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where has been a faculty member since 1970 teaching research design and statistics and is the founding director of the university’s Faculty Center for Teaching and Learning. He received his Ph.D. from the University of Wisconsin. Since 1996, he has directed the impact evaluation of UCF’s distributed learning initiative examining student and faculty outcomes as well as gauging the impact of online, blended and lecture capture courses on the university. Chuck has published in numerous journals including Multivariate Behavioral Research, The Psychological Bulletin, Educational and Psychological Measurement, the American Education Research Journal, the Phi Delta Kappan, the Internet in Higher Education, the Journal of Asynchronous Learning Networks, and the Sloan-C View. His methods for determining psychometric adequacy have been featured in both the SPSS and the SAS packages. He has received funding from several government and industrial agencies including the Ford Foundation, Centers for Disease Control, National Science Foundation and the Alfred P. Sloan Foundation. In 2000, Chuck was named UCF’s first ever Pegasus Professor for extraordinary research, teaching, and service and in 2005 received the honor of Professor Emeritus. In 2005, he received the Sloan Consortium award for Most Outstanding Achievement in Online Learning by an Individual. In 2007 he was appointed to the National Information and Communication Technology (ICT) Literacy Policy Council. In 2010, Chuck was named an inaugural Sloan-C Fellow. In 2012 the University of Central Florida initiated the Chuck D. Dziuban Award for Excellence in Online Teaching for UCF faculty members in honor of Chuck’s impact on the field of online teaching and learning. In 2017 Chuck received UCF’s inaugural Collective Excellence award for his work strengthening the university’s impact with the Tangelo Park Program and assumed the position of University Representative to the Rosen Foundation Tangelo Park and Parramore programs.
Patsy Moskal is the Director of the Digital Learning Impact Evaluation in the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where she evaluates the impact of technology-enhanced learning and serves as the liaison for faculty scholarship of teaching and learning. In 2011 Dr. Moskal was named an OLC Fellow in recognition of her groundbreaking work in the assessment of the impact and efficacy of online and blended learning. She has written and co-authored numerous works on blended and online learning and is a frequent presenter on these topics. Patsy's co-authored book--Conducting Research in Online and Blended Learning: New Pedagogical Frontiers--with Dziuban, Picciano, and Graham, was published in August 2015. She currently serves on the OLC Board of Directors.
Dr. Connie Johnson is Colorado Technical University's (CTU) chief academic officer and provost, working with both online and ground degree programs. She has oversight of academic affairs, including faculty, curriculum, classroom experience, and accreditation. During her time at CTU, Connie has initiated adaptive learning technology implementation, effective leadership of academics, women's leadership, leading academics through change, and effective technology implementation in the online classroom including the promotion of academics, faculty and student engagement through social media. Connie has served in higher education for over 20 years with extensive experience in online and ground teaching, administration, and leadership. Additionally, Connie has extensive experience in regional accreditation, curriculum implementation, and faculty training and development. She is a trained peer evaluator for the Higher Learning Commission (HLC), has completed and served as a facilitator in the ACE Chief Academic Officer Institute, and is a member of the CTU Board of Trustees. Her educational background includes a Doctorate of Education, organizational leadership emphasis (2010), and a Master of Business Administration in management (1991) from Nova Southeastern University; and a Bachelor of Science with honors in criminal justice from Florida State University.
Patricia O'Sullivan is Manager of the Personalized Learning & Adaptive Teaching Opportunities (PLATO) Program at the University of Mississippi. She manages the adaptive courseware grant at UM. She assists faculty in choosing, developing, and implementing adaptive courseware in high enrollment, general education courses, and provides faculty development workshops in collaboration with the Center for Excellence in Teaching and Learning of which she is an advisory board member. Patti is also an instructor of Ethics in the School of Pharmacy at UM, and is an associate in the Division of Pharmacy Professional Development. Patti holds advanced degrees in Theology and History, holds a certificate in Instructional Design, and has published historical fiction novels about the Sephardic Jewish experience in the New World.
Director of Ed Tech & Design, Eberly Center for Teaching Excellence & Educational Innovation Carnegie Mellon University

Additional Authors

Michael is co-publisher of the e-Literate family of educational technology publications and Partner in MindWires LLC.

Extended Abstract


The scholarship of teaching and learning (SoTL) is classroom-based research that incorporates systematic reflection and research that disseminates effective  teaching practices and their impact on student learning (Boyar, 1990).  Most often SoTL emanates from disciplines concerned with learning science, pedagogy and instruction such as the education or the social science fields. However, for other disciplines, such as natural science, or humanities encouraging faculty conduct inquiry into instructional innovations can be challenging. The process impedes itself with of obstacles such as lack of experience or interest in pedagogy, time or support constraints, a decreased value proposition associated with teaching, or the kind of research necessary for achieving tenure, and promotion.  (Moskal, 2017).

SoTL resonates with discipline-based educational research or design-based thinking because in order to be successful it requires three components of good ideas outlined by Steven Johnson (Johnson, 2011)

  1. Specification of the adjacent possible:  What is it that is a reasonable next step?
  2. A show hunch:  Commitment over the long haul
  3. A liquid network: A collaborative of individuals or organizations committed to staying the course.

A recent EDUCAUSE Review article (Dziuban, Howlin, Johnson & Moskal, 2017) demonstrates those three elements in a cooperative inquiry on adaptive learning among The University of Central Florida, Colorado Technical University and the adaptive platform provider Realizeit. Their work illustrates that irrespective of organizational and strategic differences, universities have common contextual teaching and learning questions and that vendors bring an important skill set to the research agenda. In this session we will contend that the term “vendor” needs thoughtful reconsideration.  Aside from their business propositions, they are committed to improving teaching and learning having much to offer.

This is precisely where SoTL partnerships come into the picture. Valid research that is authentic, reflective and contextual must emanate from data that is transformed into information, giving insight that enables action. An effective approach to that is to inquiry initiated at the instructional level, incorporating multiple perspectives. The EDUCAUSE article describes an organic informal partnership. However, a recent program by MindWires (, the Empirical Educator Project (EEP; Feldstein, 2018) recognizes the added value of cooperative research among faculty, administrators, vendors and entrepreneurs, promoting the vision and providing resources to support the adjacent possible, a slow hunch and especially a liquid network.

The Partners

EEP: The Empirical Educator Project is an effort to catalyze a culture in which literacy and participation in evidence-based educational practices are woven into the professional identities of college and university educators, including but not limited to classroom educators. We do this by fostering collaborative projects that promote aspects of empirical education among participants that cross natural network boundaries such as those between classroom educators and researchers, between universities and commercial providers, and between different university peer groups. EEP is participation currently by invitation only, but our intention is to open it up to progressively broader participation as a culture forms among the original cohort and as we learn how to expand participation in ways that integrate new members into that culture quickly and productively.

UCF: The University of Central Florida (UCF) is one of Florida’s 12 public universities, with 66,000+ students. The Research Initiative for Teaching Effectiveness supports SoTL by reducing obstacles for faculty to perform classroom-based research. Faculty are recruited through campus faculty development offerings and incentivized through faculty SoTL awards. RITE connects faculty from various disciplines with the ultimate goal for faculty to use their findings for publications and/or presentations, thereby impacting promotion and tenure practices.

CMU: Carnegie Mellon University is a research-focused (R1), private university, with its main campus in Pittsburgh, Pennsylvania. Its 14,000 students are almost evenly split between undergraduate and graduate. CMU incorporates technology-enhanced learning throughout its undergraduate programs and offers a number of online and hybrid programs at the Masters level. At CMU, a growing number of faculty are interested in studying the effects of their educational innovations, especially those that involve online learning. The Eberly Center, CMU’s teaching and educational technology center, supports faculty in conducting such research in their courses – e.g., collaborating on study design, identifying valid and reliable data sources, analyzing data, and dissemination of findings. A key goal of this research is to improve learner outcomes based on data.

CTU: Colorado Technical University is a private, for profit institution with two campuses (2,000 students) located in Colorado and 23,000 students online. CTU is an open enrollment university and the student population is predominantly adult, with an average age in the mid-thirties. CTU began its journey with adaptive learning in 2012 to address the varying levels of knowledge and educational experience inherent to an adult student population. Currently, CTU has over 120 courses utilizing adaptive learning and 500 faculty utilizing adaptive technology in campus and online classes. CTU’s began collaborative research in the areas of student perception and student behavior using technology and has also collaborated in presentations about effective practices of scaling adaptive technology with faculty.

UM: The University of Mississippi is an R1 Carnegie Class flagship research institute located in northern Mississippi. The student population on the main campus exceeds 20,000, of which 45% are out-of-state students, and 55% are Mississippians. Despite the steadily improving profile of each first-year student class, because of its mission to educate the citizens of Mississippi, the university has created both a strong student academic support infrastructure and a host of institutes and centers that nurture academic excellence. As such, students arrive at the university with a wide range of college readiness skills. One of the many programs established to support students at risk of falling behind or dropping out is the Personalized Learning & Adaptive Teaching Opportunities (PLATO) Program. PLATO oversees the implementation of adaptive learning systems in high-enrollment, general education classes. In addition to implementation of adaptive learning, PLATO has been conducting qualitative research on student perceptions of the effectiveness of adaptive courseware in learning to analyze with better accuracy quantitative comparisons of student outcomes in courses that incorporate adaptive learning and those that do not. A growing body of research points to higher final grades for students who use adaptive courseware compared to those who do not. If adaptive courseware is helping students succeed, which functionalities are driving that success? Which functionalities are not as useful? Which teaching strategies maximize the effectiveness of useful courseware functionalities? Finally, what challenges does adaptive courseware create for students? These are questions we are trying to answer through qualitative data derived from student focus groups, student surveys, and a student advisory board.

The Panel

Under the auspices and leadership of the Empirical Educator Project that bought these four universities together a new concept of the Scholarship of Teaching and Learning will undergo exploration. For instance, what is its added value in public, private and for profit institutions that have varying opportunity costs for this line of inquiry.  We will explore the challenges and benefits of SoTL to universities with diverse missions, strategic plans and student populations and how it can become a major component of their academic culture. Perspectives will Pa from researchers, administrators, faculty and an organization that is initiating and supporting a collaborative inquiry model.  The audience will experience four separate SoTL models that have proved effective and see their unique components and communalities. The presenters hold a strong belief that discipline specific inquiry affords students with improved opportunities to progress through course content. More importantly, however, the expansion of the community sharing results, research methods and information creates a collective that transcends any institution.

Because of this small network each university is improving its SoTL process with the EEP as a support mechanism  This will happen over time in a nonlinear process that encounters a good deal of productive failure. Technology alone does not drive the work, but rather the research helps improve the technology. The partners commit to pushing information and flexibility out as far as possible and believe that progress happens in small steps. Simple is more effective. Without the partnership and the sharing there would be no collaboration. None of us could do it alone. Therefore, our major conclusion is that we need more extensive collaborative work. Universities can contextualize SoTL and support an active research agenda to form similar, and increasingly productive and collaborative partnerships, supported by the Empirical Educator Project.


Dziuban, C., Howlin, C., Johnson, C., & Moskal, P. (2017, December 18). An Adaptive Learning Partnership. EDUCAUSE Review.

Feldstein, M. (2018, February 3). Announcing the Empirical Educator Project. [Blog post]. Retrieved from

Johnson, S. (2011). Where good ideas come from: the seven patterns of innovation. Penguin UK.