Jean Clipperton Northwestern University
Josue Franco Cuyamaca College
Shane Nordyke University of South Dakota
Melissa Shaffer-O'Connell Lake Superior State University
Frederick Wood Coastal Carolina University
Faculty are becoming increasingly interested in the science of teaching and learning (SoTL) and working to explore whether specific interventions are associated with a substantive change in learning outcomes (Whitman and Richlin 2007). In this article we lay out different ways faculty might deepen their approach to SoTL through their courses, provide examples for and explanations of these designs, discuss different means of assessing outcomes depending on the types and regularity of courses faculty teach, and provide specific tools for assessment in the context of a Political Science methods course.
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