Scholarship of Teaching and Learning (SoTL)
California State University, Los Angeles faculty are serious about their teaching. In addition to well-established research agendas, many of our faculty are also publishing in the so-called Scholarship of Teaching and Learning, or SoTL. This area of inquiry asks meaningful questions about how students best learn in a college environment, especially our first-generation learners—now the college-going population in the United States.
Our faculty are curious about the factors that impact student persistence in the classroom and producing an increasing public body of knowledge that is helping to move our student graduation rate forward. Watch as we continue to grow this page.
Cal State LA Scholarship of Teaching & Learning References
Dwight Beltz, Robert Desharnais, Paul Narguizian, & Ji Son. (2016). Comparing physical, virtual, and hybrid flipped labs for general education biology. Online Learning, 20(3), 228 - 243.
Nicholas Bauch & Christina Sheldon. (2014). Tacit Information Literacies in Beginning College Students: Research Pedagogy in Geography. Harvard Educational Review, 84(3), 403–423.
Pearl Chen, Anthony Hernandez & Jane Dong. (2015). Impact of Collaborative Project-based Learning on Self-efficacy of Urban Minority Students in Engineering. Journal of Urban Learning, Teaching, and Research, 11, 26-39.
Kirsten Fisher, Claudia Kouyoumdjian, Bidhan Roy, Valerie Talavera-Bustillos & Michael Willard. (2016). Building a culture of transparency. Peer Review, 18 (2). Accessed from: http://aacu.org/peerreview/2016/winter-spring/Fisher
Bridget Ford, Katherine Chilton, Christopher Endy, Michael Henderson, Brad A. Jones, and Ji Y. Son. (2020). Beyond Big Data: Teaching Introductory U.S. History in the Age of Student Success. The Journal of American History, 989-1011. Accessed from: https://csu-la.primo.exlibrisgroup.com/permalink/01CALS_ULA/tnjv5q/cdi_crossref_primary_10_1093_jahist_jaz679
Sachiko Matsunaga. (2016). College Students’ Perceptions of Online Learning: Knowledge Gain and Course Effectiveness. The Online Journal of Distance Education and eLearning, 4(2). Accessed from: http://www.tojdel.net/journals/tojdel/articles/v04i02/v04i02-02.pdf
Bidhan Roy. (2016). Towards a New Critical Literacy: Literature, Community Engagement and The Global Public Good. Higher Learning Research Communications, 6(2).http://www.hlrcjournal.com/index.php/HLRC/article/view/294/238
Ji Son & Rivas M.J. (2016). Designing clicker questions to stimulate transfer. Scholarship of Teaching and Learning in Psychology. Accessed from: scholar.google.com/scholar_url?url=http://psycnet.apa.org/journals/stl/2/3/193/&hl=en&sa=X&scisig=AAGBfm3ddyHaHT39HzLtCJ4URSSrbQ4vbw&nossl=1&oi=scholaralrt
Carol Srole, Christopher Endy, and Birte Pfleger. (2017). Active learning in history survey courses: The value of in-class peer mentoring.The History Teacher, 51 (1), 89-102.
Mark Wild. (2015). Incorporating Service Learning into a General Education History Course: An Analogical Model. History Teacher, 48, 641-666. Accessed from: http://www.societyforhistoryeducation.org/pdfs/A15_Wild.pdf