Step 1: Who I am as Faculty SoTL-Researcher
Check additional resources
Step 1: Who I am as Faculty SoTL-Researcher
Although many researchers new to SoTL are eager to dive straight in to their research design, the first step in the process of generating a SoTL study design should involve reflection about who you are as a SoTL researcher. The basic set of beliefs that guides your action as both a teacher and a researcher (Berenson, 2018; Haigh & Withell, 2020) will inform the decisions you make about your SoTL study. SoTL researchers bring to their studies their particular teaching perspective as well as their way of understanding how things work in our world, and the way knowledge is constructed (worldview). The worldview of the SoTL researcher as well as their adscription to a particular Interpretive Community have a deep impact on the decisions and inquiry procedures they will put in practice. (Hamilton & McCollum, 2024).
Step 1: Who I am as Faculty SoTL-Researcher
Check the following resources to learn more about this initial step:
Post-positivism
Worldview as a SoTL researcher
Transformative
Constructivism
Pragmatism
Resources & Suggestions
Step 1: Who I am as Faculty SoTL-Researcher
Worldview as a SoTL Researcher
Guba (1990) describes a paradigm or worldview as "a basic set of beliefs that guide action.” That basic set of beliefs of the researcher is based on his ontological (What is the nature of reality?) and epistemological assumptions (What is the nature of knowledge and the relationship between the knower and the would-be known?). Therefore, how one views the constructs of social reality and knowledge affects how they will go about uncovering knowledge of relationships among phenomena and social behavior. Your ontological assumptions inform your epistemological assumptions which inform your methodology and these all give rise to your methods employed to collect data. From an ontological point of view, post-positivism understands that there is one reality which is knowable within a specific level of probability, while constructivism understands that the nature of reality is multiple and socially constructed. Pragmatism asserts that there is a single reality and that all individuals have their own unique interpretation of reality. Finally, those following a transformative worldview reject cultural relativism and recognize that various versions of reality are based on social positioning.
Continue on next page
Step 1: Who I am as Faculty SoTL-Researcher
Worldview as a SoTL Researcher
From an epistemological point of view, post-positivists believe that objectivity is key and the researcher manipulates and observes in a dispassionate objective manner. Constructivists, on the contrary, believe that there should be an interactive link between researcher and participants, and that since knowledge is socially and historically situated, it needs to address issues of power and trust. Pragmatism posits that relationships in research are determined by what the researcher deems as appropriate to a particular given study. Finally, a transformative worldview acknowledges that since there is an interactive link between researcher and participants, and knowledge is socially and historically situated, there is a clear need to address issues of power and trust. These ontological and epistemological assumptions have a direct impact on the methodology used in a given study. Post-positivism calls for interventionist quantitative studies, while constructivism is associated with qualitative hermeneutical studies, and pragmatism matches methods to specific questions and purposes of research by using mixed methods. In the case of researchers following a transformative worldview, qualitative methods deeply grounded in critical theories are most commonly used. For examples and further explanation of how these paradigms are expressed within a SoTL context, see Haigh and Withell (2020) and Hamilton & McCollum (2024). perspective.
Continue on next page
Step 1: Who I am as Faculty SoTL-Researcher
Worldview as a SoTL Researcher
Your disciplinary traditions may also inform your paradigmatic positioning (Poole, 2013). For example, SoTL practitioners in the sciences typically approach research from a post-positivist perspective, whereas perspectives from the humanities may align more with constructivism. Before thinking about your research question and design, spend some time reflecting about your own worldview and any disciplinary traditions that may influence your
Step 1: Who I am as Faculty SoTL-Researcher
Post-positivism
This tradition comes from the 19th-century (Comte, Mill, Durkheim, Newton, and Locke) and represents the traditional form of research (scientific method). Called post-positivism since it represents the thinking after positivism, it challenges the traditional notion of the absolute truth of knowledge (Phillips & Burbules, 2000).Postpositivists hold a deterministic philosophy in which causes (probably) determine effects or outcomes.It is reductionistic in that the intent is to reduce the ideas into a small, discrete set to test, such as the variables that comprise hypotheses and research questions. Its purpose is to test theories. The knowledge that develops through a postpositivist lens is based on empirical observation and measurement of the objective reality that exists “out there” in the world.
Step 1: Who I am as Faculty SoTL-Researcher
Constructivism
Based on the ideas of Mannheim and from works such as Berger and Luekmann’s (1967) The Social Construction of Reality and Lincoln and Guba’s (1985) Naturalistic Inquiry, constructivism holds that there is not one objective truth; truth is socially constructed. Social constructivists believe that individuals seek understanding of the world in which they live and work, developing subjective meanings of their experiences. These meanings are varied and multiple, leading the researcher to look for the complexity of views rather than narrowing meanings into a few categories or ideas. The goal of the research is to rely as much as possible on the participants’ views of the situation being studied.The researcher’s intent is to make sense of (or interpret) the meanings others have about the world.Rather than starting with a theory (as in postpositivism), inquirers inductively develop a theory.
Step 1: Who I am as Faculty SoTL-Researcher
Transformative
This position arose during the 1980s and 1990s.It came from individuals who felt postpositivist assumptions imposed structural laws and theories that did not fit marginalized individuals. These inquirers felt that the constructivist stance did not go far enough in advocating for an action agenda to help marginalized peoples. Therefore, this worldview focuses on the needs of groups and individuals in our society that may be marginalized. Historically, the transformative writers have drawn on the works of Marx, Adorno, Marcuse, Habermas, and Freire.No uniform body of literature characterizes this worldview: it includes groups of researchers that are critical theorists, participatory action researchers, Marxists, feminists, racial and ethnic minorities, persons with disabilities, indigenous and postcolonial peoples, and members of the lesbian, gay, bisexual, trans-sexual, and queer communities. This worldview holds that research inquiry needs to be intertwined with politics and a political change agenda to confront social oppression at whatever levels it occurs (Mertens, 2010).
Step 1: Who I am as Faculty SoTL-Researcher
Pragmatism
Pragmatism derives from the work of Peirce, James, Mead, and Dewey.There are many forms of this philosophy, but for many, pragmatism as a worldview arises out of actions, situations, and consequences rather than antecedent conditions (as in postpositivism). Instead of focusing on methods, researchers emphasize the research problem and use all approaches available to understand the problem.Individual researchers have a freedom of choice. In this way, researchers are free to choose the methods, techniques, and procedures of research that best meet their needs and purposes. As a philosophical underpinning for mixed methods studies, Morgan (2007), Patton (1990), and Tashakkori and Teddlie (2010) convey its importance for focusing attention on the research problem in social science research and then using pluralistic approaches to derive knowledge about the problem.
Resources & Suggestions
References:
Haigh, N., & Withell, A. J. (2020). The place of research paradigms in SoTL practice: An inquiry. Teaching and Learning Inquiry, 8(2), 17–31. https://doi.org/10.20343/teachlearninqu.8.2.3 Hamilton, M., & MCollum, B. (2024). Moving From “Good” to “Great” SoTL: The Importance of Describing Your Research Epistemological and Ontological Traditions in Your SoTL Scholarship. Teaching and Learning Inquiry, 12, 1–15. https://doi.org/10.20343/teachlearninqu.12.31 Hutchings, P. (2000).Opening lines: Approaches to the scholarship of teaching and learning. Carnegie Foundation for the Advancement of Teaching. Maxwell, J. A. (2008). Designing a qualitative study. In L. Bickman & D. J. Rog (Eds.), The SAGE handbook of applied social research methods (Vol. 2, pp. 214–253). Thousand Oaks, CA: Sage.
Resource on "Critical Friends":
Baskerville, D., & Goldblatt, H. (2009). Learning to be a critical friend: From professional indifference through challenge to unguarded conversations. Cambridge Journal of Education, 39(2), 205–221. https://doi.org/10.1080/03057640902902260
Step 1: Who I am as Faculty SoTL-Researcher
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Transcript
Step 1: Who I am as Faculty SoTL-Researcher
Check additional resources
Step 1: Who I am as Faculty SoTL-Researcher
Although many researchers new to SoTL are eager to dive straight in to their research design, the first step in the process of generating a SoTL study design should involve reflection about who you are as a SoTL researcher. The basic set of beliefs that guides your action as both a teacher and a researcher (Berenson, 2018; Haigh & Withell, 2020) will inform the decisions you make about your SoTL study. SoTL researchers bring to their studies their particular teaching perspective as well as their way of understanding how things work in our world, and the way knowledge is constructed (worldview). The worldview of the SoTL researcher as well as their adscription to a particular Interpretive Community have a deep impact on the decisions and inquiry procedures they will put in practice. (Hamilton & McCollum, 2024).
Step 1: Who I am as Faculty SoTL-Researcher
Check the following resources to learn more about this initial step:
Post-positivism
Worldview as a SoTL researcher
Transformative
Constructivism
Pragmatism
Resources & Suggestions
Step 1: Who I am as Faculty SoTL-Researcher
Worldview as a SoTL Researcher
Guba (1990) describes a paradigm or worldview as "a basic set of beliefs that guide action.” That basic set of beliefs of the researcher is based on his ontological (What is the nature of reality?) and epistemological assumptions (What is the nature of knowledge and the relationship between the knower and the would-be known?). Therefore, how one views the constructs of social reality and knowledge affects how they will go about uncovering knowledge of relationships among phenomena and social behavior. Your ontological assumptions inform your epistemological assumptions which inform your methodology and these all give rise to your methods employed to collect data. From an ontological point of view, post-positivism understands that there is one reality which is knowable within a specific level of probability, while constructivism understands that the nature of reality is multiple and socially constructed. Pragmatism asserts that there is a single reality and that all individuals have their own unique interpretation of reality. Finally, those following a transformative worldview reject cultural relativism and recognize that various versions of reality are based on social positioning.
Continue on next page
Step 1: Who I am as Faculty SoTL-Researcher
Worldview as a SoTL Researcher
From an epistemological point of view, post-positivists believe that objectivity is key and the researcher manipulates and observes in a dispassionate objective manner. Constructivists, on the contrary, believe that there should be an interactive link between researcher and participants, and that since knowledge is socially and historically situated, it needs to address issues of power and trust. Pragmatism posits that relationships in research are determined by what the researcher deems as appropriate to a particular given study. Finally, a transformative worldview acknowledges that since there is an interactive link between researcher and participants, and knowledge is socially and historically situated, there is a clear need to address issues of power and trust. These ontological and epistemological assumptions have a direct impact on the methodology used in a given study. Post-positivism calls for interventionist quantitative studies, while constructivism is associated with qualitative hermeneutical studies, and pragmatism matches methods to specific questions and purposes of research by using mixed methods. In the case of researchers following a transformative worldview, qualitative methods deeply grounded in critical theories are most commonly used. For examples and further explanation of how these paradigms are expressed within a SoTL context, see Haigh and Withell (2020) and Hamilton & McCollum (2024). perspective.
Continue on next page
Step 1: Who I am as Faculty SoTL-Researcher
Worldview as a SoTL Researcher
Your disciplinary traditions may also inform your paradigmatic positioning (Poole, 2013). For example, SoTL practitioners in the sciences typically approach research from a post-positivist perspective, whereas perspectives from the humanities may align more with constructivism. Before thinking about your research question and design, spend some time reflecting about your own worldview and any disciplinary traditions that may influence your
Step 1: Who I am as Faculty SoTL-Researcher
Post-positivism
This tradition comes from the 19th-century (Comte, Mill, Durkheim, Newton, and Locke) and represents the traditional form of research (scientific method). Called post-positivism since it represents the thinking after positivism, it challenges the traditional notion of the absolute truth of knowledge (Phillips & Burbules, 2000).Postpositivists hold a deterministic philosophy in which causes (probably) determine effects or outcomes.It is reductionistic in that the intent is to reduce the ideas into a small, discrete set to test, such as the variables that comprise hypotheses and research questions. Its purpose is to test theories. The knowledge that develops through a postpositivist lens is based on empirical observation and measurement of the objective reality that exists “out there” in the world.
Step 1: Who I am as Faculty SoTL-Researcher
Constructivism
Based on the ideas of Mannheim and from works such as Berger and Luekmann’s (1967) The Social Construction of Reality and Lincoln and Guba’s (1985) Naturalistic Inquiry, constructivism holds that there is not one objective truth; truth is socially constructed. Social constructivists believe that individuals seek understanding of the world in which they live and work, developing subjective meanings of their experiences. These meanings are varied and multiple, leading the researcher to look for the complexity of views rather than narrowing meanings into a few categories or ideas. The goal of the research is to rely as much as possible on the participants’ views of the situation being studied.The researcher’s intent is to make sense of (or interpret) the meanings others have about the world.Rather than starting with a theory (as in postpositivism), inquirers inductively develop a theory.
Step 1: Who I am as Faculty SoTL-Researcher
Transformative
This position arose during the 1980s and 1990s.It came from individuals who felt postpositivist assumptions imposed structural laws and theories that did not fit marginalized individuals. These inquirers felt that the constructivist stance did not go far enough in advocating for an action agenda to help marginalized peoples. Therefore, this worldview focuses on the needs of groups and individuals in our society that may be marginalized. Historically, the transformative writers have drawn on the works of Marx, Adorno, Marcuse, Habermas, and Freire.No uniform body of literature characterizes this worldview: it includes groups of researchers that are critical theorists, participatory action researchers, Marxists, feminists, racial and ethnic minorities, persons with disabilities, indigenous and postcolonial peoples, and members of the lesbian, gay, bisexual, trans-sexual, and queer communities. This worldview holds that research inquiry needs to be intertwined with politics and a political change agenda to confront social oppression at whatever levels it occurs (Mertens, 2010).
Step 1: Who I am as Faculty SoTL-Researcher
Pragmatism
Pragmatism derives from the work of Peirce, James, Mead, and Dewey.There are many forms of this philosophy, but for many, pragmatism as a worldview arises out of actions, situations, and consequences rather than antecedent conditions (as in postpositivism). Instead of focusing on methods, researchers emphasize the research problem and use all approaches available to understand the problem.Individual researchers have a freedom of choice. In this way, researchers are free to choose the methods, techniques, and procedures of research that best meet their needs and purposes. As a philosophical underpinning for mixed methods studies, Morgan (2007), Patton (1990), and Tashakkori and Teddlie (2010) convey its importance for focusing attention on the research problem in social science research and then using pluralistic approaches to derive knowledge about the problem.
Resources & Suggestions
References:
Haigh, N., & Withell, A. J. (2020). The place of research paradigms in SoTL practice: An inquiry. Teaching and Learning Inquiry, 8(2), 17–31. https://doi.org/10.20343/teachlearninqu.8.2.3 Hamilton, M., & MCollum, B. (2024). Moving From “Good” to “Great” SoTL: The Importance of Describing Your Research Epistemological and Ontological Traditions in Your SoTL Scholarship. Teaching and Learning Inquiry, 12, 1–15. https://doi.org/10.20343/teachlearninqu.12.31 Hutchings, P. (2000).Opening lines: Approaches to the scholarship of teaching and learning. Carnegie Foundation for the Advancement of Teaching. Maxwell, J. A. (2008). Designing a qualitative study. In L. Bickman & D. J. Rog (Eds.), The SAGE handbook of applied social research methods (Vol. 2, pp. 214–253). Thousand Oaks, CA: Sage.
Resource on "Critical Friends":
Baskerville, D., & Goldblatt, H. (2009). Learning to be a critical friend: From professional indifference through challenge to unguarded conversations. Cambridge Journal of Education, 39(2), 205–221. https://doi.org/10.1080/03057640902902260