The CTSE hosts Dedicated On-Campus Writing Days. This is a time for faculty writers to dive into writing projects with concentrated time, effort, and support. Please check our events calendar for dates of upcoming Dedicated On-Campus Writing Days. Use this session to keep the momentum going with your writing projects. We’ll provide the space, and peace of mind – you provide the words. Choose to attend a morning or an afternoon session or stay for the whole day.

Schedule

• 9 a.m.–12 p.m.: Write, write, write (coffee/tea provided throughout the morning)
• 12–1 p.m.: Break for lunch (bring your own) or keep writing, take a walk, or chat with colleagues
• 1–4 p.m.: Write, write, write OR schedule time to have a peer review your writing (coffee/tea/water provided throughout the afternoon)

Contact us to register for any of the Dedicated On-Campus Writing Days.

List the learning objectives that students will be able to achieve better after you implement your study. Put them in active statements such as: “After completing this course, students will be able to…” For assistance writing learning objectives, use the instructions for writing goals and objectives and the verbs guide. See the examples of course goals and learning objectives below for more ideas.

See more information on writing learning objectives →

What have others done at Suffolk to address the problem that you see in your classroom? You may not have much of an answer here, but you can search the literature to see what may have been done at other institutions. See the SoTL Journal Directory for more information on where to look for SoTL literature.

How will you plan to solve the problem or answer the question? Describe your intervention to change/improve the behavior you described in Item 1. Are you doing anything differently than what others have attempted? Why or why not? Why do you propose that your approach will succeed better than prior attempts or will work better with your students or course?

Ask yourself these questions:

• What do you think you want to do for your SoTL project? Why?
• How is what you think you’d like to do similar to what you’ve done in the past?
• How is what you think you’d like to do in your research project different from what you usually do in your day-to-day work with students? What’s at the heart of what will be different?
  • Your interaction with other faculty members?
  • The materials you’ll use in your teaching?
  • The approach you’ll be using in your interactions?
  • The way you’ll be preparing for the classes you’ll be teaching?
  • The assignments you’ll be asking your students to complete?
  • The content of the assignments?
  • The format of the product of the assignment?
  • The type of skill you want your students to demonstrate?
  • The level of insight you’ll be expecting your students to convey?
  • The depth or detail of the information you’ll want your students to understand?
  • Something else?

How will you determine the success and effectiveness of your solution and the impact of your project? Do you plan to determine pre- and post-results? How will you know that the behavior of your students has changed/improved? You should develop a plan to evaluate your project and report on the results.

Use this resource to evaluate your project.

How will your project progress? Indicate the dates of project initiation and completion for each step of your design, implementation, and assessment.

Use this resource to plan your timeline.

Because you will be working with human subjects (i.e., your students) during this project, you’ll need to apply for IRB approval to collect data on your classroom project. Please note that you must be CITI-trained to conduct an IRB project. See Instructions for CITI courses if you need help. A great document to help you get started is What You Need to Do to Submit an IRB Protocol for the First Time.

All IRB-related materials can be found on the ORSP Research Compliance website (see links page):

• The Investigator’s Toolbox includes information on how to submit to IRB net and all the forms you need
• The E-College includes information about CITI training (see links page)
• Information about IRBnet where you will submit your IRB materials.

Many SoTL projects are exempt. See the Human Subjects Research Application for Exemption, which you will need to submit as part of your IRB application.

Contact the Office of Research & Sponsored Programs at 617-725-4169 with any IRB questions.

Single-authored and co-authored books; edited books; academic and trade books.

This group meets about once per month to set goals and check in with group members.

Group members can join and leave at any time. Even if the book proposal is sent and accepted by a publisher, group members can remain in the group to read over others’ proposals.

Book editors are intelligent, well-read people who may not be your subject specialists. Your peers from other disciplines are able to give you an outsider’s perspective. Also, writing a proposal, more so than writing, is a lonely process; sharing it in a group keeps you interested and motivated.

• Bloom, Stephen, Bruenjes, Linda, Bucci, Linda, Haverty, Cris. Assessment is not grading: Learning from student work after the grades are in. Presentation, NEEAN Fall 2009.
• Barrett, Janice, Bath, Richard, Bloom, Stephen, Bruenjes, Linda, Bucci, Linda, and Zeek, Cathy. Telling Our Assessment Story: Negotiating the Stumbling Blocks –A Small Private College Struggles with Assessment. Panel Discussion, NEEAN Fall 2007.
• Bruenjes, Linda, Finkelstein, Adam, Flowers, Themba, Lombardi, Philip, McDermott, Brian, and Sible, Jill. Active Teaching and Learning Spaces: Design, Technology, Outcomes, and Support. EDUCAUSE Annual Conference 2016, October 25, 2016, Anaheim, CA.
• Bruenjes, Linda. “Developing the Next Generation of Online Learners with Disruptive Technology.” Next Generation Learning Spaces 2015, February 25, 2015. Nashville, TN.
• Bruenjes, Linda. Lasell College Book Awards, Senior Night: What I wish for you. May 2004.
• Bruenjes, Linda, and Joseph, Ruth. “Technology, Teaching & Learning: A Connected Project.” Technology, Reading & Learning Difficulties Conference, January 2004, San Francisco.
• Bruenjes, Linda. Lasell College Convocation. Welcome to New Students and Parents. September 2005.
• Bruenjes, Linda, and Zeek, Cathleen. “Reconsidering Pedagogy: How online learning informs face-to-face teaching.” AACTE Conference, February 2012, Chicago. IL.
• Bruenjes, Linda, Carey, Katherine, Mancarella, Taryn, Shea, Kevin, Wojiski, Sarah, and Zakrzewski, Tes. “Using Lecture Capture to Help Students Improve Their Metacognitive Skills.” Suffolk University Technology Symposium, May 2014, Boston, MA.
• Bruenjes, Linda and O’Neill, Edward. “Continuity of Learning: Using Technology to Mitigate Learning Disruptions.” NERCOMP Workshop, October 2015.
• Bruenjes, Linda and McDermott, Brian. “Sailing through rough waters . . . with agility, patience, and teamwork. NERCOMP Active Teaching and Learning Spaces: Design, Development, Technology, Pedagogical Uses and Outcome Workshop, November 2015.
• Bruenjes, Linda and Behling, Kirsten. “Designing accessible online and technology-enhanced learning activities.” NERCOMP Workshop, February 2017.
• Cratsley, Christopher, Hamilton—Bobrow, Kimberly, Bruenjes, Linda, and Wallace, Victoria. Collaboratively Designed Learning Assessment Modules. NEEAN Fall Forum 2016, November 2016, Worcester, MA.
• Dwyer, H., Hershock, C., and M. Sanders. (2016). Technology-enhanced TA development: An online training module approach. Presented at the 41st annual Professional & Organizational Development Network in Higher Education (POD) conference, Louisville, KY.
• Dwyer, H. and E. Weiss. (2015). Confidence classrooms: Improving student expectations for success. Presented at the 40th annual Professional & Organizational Development Network in Higher Education (POD) conference, San Francisco, CA.
• Dwyer, H. and J. Brooks. (2014). Communities of practice: Strengthening institutions of higher learning. Presented at the 39th annual Professional & Organizational Development Network in Higher Education (POD) conference, Dallas, TX.
• Dwyer, H. and P. Muick. (2013). Scientific teaching in Biology 110. Presented at Science Education and Partnership Assessment Laboratory Poster Session at San Francisco State University, San Francisco, CA.
• Dwyer, H. and A.M. Shapiro. (2013). Introgressive hybridization patterns in Colias butterflies: a morphological and genetic approach. Presented at the Pacific Branch of the Entomological Society of America Annual Meeting, Stateline, NV.
• Edwards, Phillip, Vargas Ramos, German, Mullinix, Bonnie, Wheeler, Bradford, Zhadko, Olena, Bruenjes, Linda, and Chaudhury, S. Raj. Building a Social Media Presence for Centers and Educational Developers. POD Conference 2016. November 2016. Louisville, KY.
• Glazer, Francine, Mullinix, Bonnie, Bruenjes, Linda, Zhadko, Olena. “Year-Round Networking – Leveraging POD’s New Website and Web Tools.” 2014 POD Conference, November 2014, Dallas, TX.
• Herman, Jennifer, Cratsley, Christopher, Bruenjes, Linda, and Wallace, Victoria. Learning Assessment Modules for Everyone! An Interactive Professional Development Resource. 2016 Assessment Institute, October 17, 2016. Indianapolis, IN.
• Tebbe, Jennifer, Bruenjes, Linda, Doucette, Joanne. “Teaching a TED ebook: The Upstream Doctors in a Global Public Health Course.” NEPCA, October 25, 2014, Providence, RI.
• Wallace, Victoria, Herman, Jennifer, Cratsley, Christopher, and Bruenjes, Linda. Learning Assessment Modules for Everyone! An Interactive Professional Development Resource. POD Conference 2016. November 2016. Louisville, KY.
• Wojiski, Sarah, Chen, Li, and Bruenjes, Linda. “Using iPads to Promote Scientific and Critical Thinking.” Suffolk University Technology Symposium, May 2014, Boston, MA.

• A Multi-Case Study Investigating the Disposition of Faculty Use of Technology as a Teaching and Learning Tool in the Higher Education Classroom, ©2002.