MegaSoTL: Supporting pedagogical research across multiple institutions

Abstract

MegaSoTL projects are SoTL projects that generate evidence of learning from multiple institutions. While being increasingly practiced, MegaSoTL projects and their potential contribution to improve higher education pedagogy remain understudied in higher education literature. In this paper, we introduce Transparency in Learning and Teaching in Higher Education (TILT) and ManyClasses, as two MegaSoTL case studies and we describe their research goals, processes and administration. We then discuss the potentials and challenges of MegaSoTL projects for educational developers to promote the scholarship of teaching and learning at micro and mega levels. The paper concludes with recommendations to develop a collaborative infrastructure for supporting MegaSoTL projects.

Presenting a theory of change for cultivating institutional‐level SoTL cultures through a cross‐institutional community of practice

“…Due to some of the challenges outlined previously related to educational developer capacity and isolation, and institutional undervaluing of SoTL, we were interested in exploring how cross‐institutional models could enhance individual institutional efforts. Mojarad and Cruz (2022) have proposed “Mega SoTL”, or single SoTL projects that recruit participants and scholars from multiple institutions and involve multiple courses. In their examples, educational developers played an important role as leaders and change agents in connecting faculty to these projects and lowering the barriers in doing SoTL, which Mojarad and Cruz (2022) argued can increase access to and inclusion in SoTL.…”

“…Mojarad and Cruz (2022) have proposed “Mega SoTL”, or single SoTL projects that recruit participants and scholars from multiple institutions and involve multiple courses. In their examples, educational developers played an important role as leaders and change agents in connecting faculty to these projects and lowering the barriers in doing SoTL, which Mojarad and Cruz (2022) argued can increase access to and inclusion in SoTL. However, because the projects were led by one organizing institution, their work does not necessarily embed SoTL support at participating institutions beyond the specific project.…”

“…Additionally, with some members remaining in the group from its inception, ideas from earlier in its development have been brought forward to implementation with the addition of new ideas from those who have joined more recently. This includes, for example, current planning for increased cross‐institutional SoTL faculty development programs and a matching program for faculty across institutions with funding to support SoTL work (inspired by Mojarad & Cruz, 2022). Our hope is to continue to shift the priorities of the SoTL‐C as SoTL cultures at respective institutions evolve.…”