Here are some great examples of published KSU faculty SoTL projects:
Glover, E. M., & Lauzon, O. (2018). Using a contrast illusion to teach principles of neural processing. Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 17(1), A81–A88. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6312139/
A Call for Expanding Inclusive Student Engagement in SoTL Article by Peter Felten and others from Teaching and Learning Inquiry Volume 1 Issue 2 (2013) Available via KSU's Library from a KSU account: Permalink
Gurung, Regan A. R. and Schwartz, Beth M. (2010) "Riding the Third Wave of SoTL," International Journal for the Scholarship of Teaching and Learning: Vol. 4: No. 2, Article 5.
Available at: https://doi.org/10.20429/ijsotl.2010.040205
Hutchings, Huber, and Ciccone (2011) suggested four areas of institutional impact of SoTL
1. Improving Teaching and Student Learning
2. Professional Growth and Faculty Development
4. Valuing and Evaluating Teaching
It can be challenging for faculty with limited knowledge of the science of teaching and learning to situate their SoTL studies within a theoretical framework. Fortunately, there are several resources on the science of teaching and learning written for those outside of the discipline. Here are some places to start:
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching (1st ed.). San Francisco, CA: Jossey-Bass.
The International Society for the Scholarship of Teaching and Learning (ISSOTL) is an organization that supports faculty and students pursuing scholarly inquiry into student learning and the teaching practices that affect learning. Visit the ISSOTL Web site: https://www.issotl.com/.