Presented at The International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference, Atlanta, Georgia (October, 2019).
From the conference program: As SoTL inspires more and more people to explore student learning in their own classrooms it is helpful to share our research experiences, not just our findings, since many start out unfamiliar with this form of research. Here I discuss some of the issues I encountered while conducting a longitudinal study of student learning trajectories in introductory sociology. These included addressing important ethical concerns about my dual role as both instructor and researcher, as well as deciding on various different methods of data collection, both qualitative (analysis of learning dossiers and concept maps) and quantitative (scores for written test answers).
