Research-Informed Teaching Practices (SoTL)

How to Practice Research-Informed Teaching

The Scholarship of Teaching and Learning (SoTL) is the practice of studying (and publishing potentially) learning and teaching methods to produce evidence-based best practices in the classroom and curriculum. Research-informed practices can help advance student learning by implementing scientifically tested methods of teaching. This can be helpful when you find yourself in a new teaching setting or trying to find exciting ways to engage student learning, or when you would like to share your knowledge with a wider teaching community.

Starting Off

  • What kind of teaching style or aspect of teaching do you prefer (e.g., lecturing, discussions, etc.)?
  • What kind of teaching style or aspect of teaching do you find unappealing or difficult to execute?

Looking at the Existing Literature

After Examining Existing Literature

  • Once you read through research papers, implementing the recommended findings can be difficult. You can fill in the table below (Figure 1) right after reading an article or while implementing new learnt tricks to give you some structure.
  • Apart from trying research informed teaching methods and observing the changes, you can also ask students for feedback on the changes you have made. If there are any improvements needed you can implement it immediately.

Research-Informed Teaching Methods Evaluation Table

Curricular Development Challenge Fund (CDCF) 

The Curricular Development Challenge Fund (CDCF) promotes innovative curricular programs and projects across the NYU Global Network.

CDCF funding is available for proposals from NYU Abu Dhabi faculty, and the Hilary Ballon Center for Teaching and Learning (HBCTL) will provide matching funds for successful applicants. In case of any questions, please contact Nancy Gleason, Director of HBCTL, at ng73@nyu.edu.

The Fund helps schools, departments, and individual faculty members create new academic programs and courses, update and expand existing courses, or undertake special projects that will promote curricular developments.

Because research universities are defined by a commitment to generate knowledge through inquiry, investigation, and discovery, courses that engage students in thinking creatively and analytically are more congruous with the mission of a research university than those that merely transmit information and facts.

Accordingly, taking into account the criteria for selection listed below, we seek to use the Fund to support efforts in the classroom that contribute to making research, scholarship, and artistic creation a central component of both undergraduate and graduate education through a movement away from a more traditional lecturing and note-taking approach to a more inquiry- or problem-based collaborative approach in which problem solving, joint projects, teamwork, and cooperative learning are emphasized. Often such inquiry-based approaches are well served by the innovative use of technology and the unique resources of the local site. 

Proposals are due to the HBCTL in August 2021. They will then be submitted to the CDCF Committee in December 2021, with a response on funding in spring 2022, and work beginning fall 2022.

For detailed criteria and application guidelines, please click here.