In Fall 2026 the CTL launched the first CTL Scholarship of Teaching and Learning (SoTL) Grant Cohort. The year-long program guided participants step-by-step through the process of designing and conducting a SoTL study. Participants received a research grant to support their project and eight faculty members from different disciplines participated. The diverse projects range from investigating new teaching interventions and implementing AI, to designing a supporting curriculum for collaborative and ability inclusive learning. Below is a short summary of the projects:
Megan Workman
This study investigates a chemistry intervention for BIOL191 and BIOL227 students to address knowledge gaps that contribute to high DFW rates in these COAS-SRI identified courses. It will evaluate both the intervention’s effectiveness and student engagement with the optional program.
Daibao Guo
This mixed-methods study examines how Magic School, a generative AI tool, affects preservice teachers’ lesson-planning skills in social studies and shapes their views on classroom AI integration. Using a quasi-experimental design, two groups will create lesson plans with and without AI assistance. The study will analyze lesson quality and explore teachers’ perceptions of AI benefits, limitations, and ethical considerations through reflections and interviews.
MF Casper
This study examines misalignment between student intent in course evaluation feedback and instructor interpretation. Through student surveys about their evaluation approach and instructor focus groups analyzing the same comments, the research aims to improve the evaluation process and outcomes for both parties. Benefits include better guidance for student feedback and enhanced instructor understanding of evaluation comments.
Lorraine Gaudio
This project evaluates whether a redesigned Introduction to R Programming (DATA-R155) improves student learning and progression in an AI-rich era. Although many students are digital natives, they are not automatically digital learners; readily available code generation can both help and hinder learning. The redesign bundles updated materials, a shorter 7-week format, a new instructor, and specifications grading (checklist-based pass/not-yet with revision tokens) that emphasizes transparent standards and process documentation.
Katie Conley
This SoTL project examines how explicit teamwork instruction through Collaboration Futures professional development helps students learn collaboration skills in project-based courses. The instruction focuses on communication, role clarity, feedback, and inclusive team processes that support diverse working styles and engagement needs.
Kirsten Davis
This project examines whether early success in CMGT 310 predicts final course performance by analyzing pass rates on the first six test objectives against final grades. It will also compare student groups to assess how attendance and worksheet requirements affect this relationship. Findings will inform potential interventions to improve early student success and overall course outcomes.
Jiangmei Yuan
This mixed-methods study examines whether solving real-world problems enhances pre-service teachers’ AI literacy, self-efficacy, and actual AI integration practices. Conducted across two education technology course sections, the research aims to inform how to better prepare teachers for AI integration in their future classrooms.
Jenée Cyran
This project develops an undergraduate laboratory module using transient absorption (TA) spectroscopy to teach ultrafast photophysics and excited-state dynamics. Recently accessible through compact laser systems, TA spectroscopy will give students hands-on experience with real-time molecular dynamics while reinforcing quantum mechanics, thermodynamics, and kinetics concepts.
As the spring semester comes to an end, participants are making plans to complete their research over the summer and prepare for disseminating their findings. If you are interested in any of these projects, please contact the researcher.
Why Engage with SoTL?
SoTL isn’t just “another thing” to add to your plate. It is a way to make the hard work you’re already doing in the classroom count toward your professional goals. By treating your teaching as a site for inquiry, you can strategically collect evidence to see exactly where students are thriving and turn pedagogical innovations into peer-reviewed publications or presentations.
How the CTL Supports Your Journey
Whether you are “SoTL-curious” or ready to launch a full-scale study, the CTL offers a range of supports tailored to your schedule:
SoTL Faculty Learning Community: Connect with colleagues across campus who are equally passionate about the “how” and “why” of learning. The CTL offers a year-long FLC that guides you step-by-step through designing a study, navigating the IRB, and collecting data. Upon successful completion, you will receive a $700 stipend.
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Scholarship of Teaching and Learning Community of Practice: This CoP provides a supportive, structured environment for instructors with some experience with the Scholarship of Teaching and Learning (SoTL) to advance their research. By introducing research productivity best practices, participants can set goals, track their progress, and maintain accountability. Faculty can join as often as they like every semester.
Consultations: Not sure about your idea? Meet with a consultant to brainstorm topics, refine research questions, or identify the right journals for your work.
Showcase Your Work: Reach out to learn about opportunities to share your teaching research with your Boise State colleagues.
Ready? Check out the CTL’s SoTL Support page to see upcoming deadlines or reach out to Sarah Lausch for a consultation.