Education Research

The Scholarship of Teaching and Learning (SoTL) systematically examines topics related to teaching and learning, and builds on previous research in the field. It can be a vital and important component of any new teaching and learning initiative, as it helps faculty align their teaching work with their research. It also lends to the scholarly contributions and knowledge creation across disciplines, allowing us to amplify impact and scale our efforts based on evidenced-based practices.

Our Goals

To build on the strengths and talents of BU’s world-renowned research faculty – viewing teaching and learning innovation as an opportunity to support research, improve student learning outcomes and elevate the student learning experience.

Principles

As a body of research and inquiry into teaching and learning in higher education, SoTL is based on five core principles:

Inquiry focused on student learning.

Contextually grounded.

Methodologically sound.

Conducted in partnership with students.

Appropriately public.

Our Approach

We collaborate with faculty to assist in the identification of areas of inquiry in their teaching and the development of meaningful questions about student learning and teaching activities designed to support them. We also assist faculty with finding ways to leverage opportunities for sharing their research and evidence-based practices in innovative teaching and learning to enhance education and exposure for the BU community and beyond.

BU SoTL Research Examples

Here are a few recent SoTL initiatives supported by our Institute:

Generative AI Efficacy

Huang, D., Huang, Y., & Cummings, J. J. (2024). Exploring the integration and utilisation of generative AI in formative e-assessments: A case study in higher education. Australasian Journal of Educational Technology, 40 (4), 1–19. https://doi.org/10.14742/ajet.9467.

Selective focus at men hand that typing on keyboard to enter command for AI that can access to cloud computing unit that can access to business and customer database to create marketing campaign.

PhD Progression

Gnangnon, B., Li, K., Rezaei, D. F., Marks, M. M., Dellarocas, C., Hokanson, S. C., & Goldman, S. B. (2024). PhD Progression: a micro-credentialing program motivates and supports PhD students’ professional development at a US University. Studies in Graduate and Postdoctoral Education, 15(3).

Mohamad Mohamad headshot

Interprofessional Leadership in Healthcare Certificate

Slater, C., Keefe, B., & Jacobs, K. (2023). Impact of the Interprofessional Leadership in Healthcare Certificate on health professionals’ collaboration and leadership abilities. Journal of Interprofessional Education & Practice 32, https://doi.org/10.1016/j.xjep.2023.100658

A group of doctors in white coats standing together, smiling, in a hospital corridor.

Prepare with C.A.R.E.

Torres, D., Pulukuri, S., & Abrams, B. (2022, June). Embedded questions and targeted feedback transform passive educational videos into effective active learning tools. Journal of Chemistry Education, 99(7), 2738–2742 https://doi.org/10.1021/acs.jchemed.2c00342

A man in a lab coat stands in a laboratory, holding a test tube and examining its contents.