I will keep updating it based on feedback. This is the process in very generic terms, and does not reflect the structure of a research paper. Hence, there is no individual item for literature as the engagement with both literature and ethics is dialogic throughout the entirety of the process. The reason for the ethics tab being at step 5 of the process is that all the preceding items will have to be clear and considered before handing in the ethics application.
This is my first try to create an infographic about the steps of a SoTL (Scholarship of Learning and Teaching) process, or educational inquiry. For text (pdf) version please click this link to a OneDrive file here.
Not based on Glassick et al
This is not an adaption of Glassick’s et al (1997) framework. This process is much older, in the 60s in the German speaking context (which I am from) Erziehungswissenschaften (educational sciences) has moved from a hermeneutic philosophical approach towards an empirical social science mindset (Fatke & Oelkers, 2014)**. In the 70s the founders of the Max Planck Institute for Bildungsforschung established that considerations of humanities ought to play a significant role in educational sciences (Zedler, 2002)*** , which is reflected in the processes used for education research (educational inquiries).
According to Fatke and Oelkers (2014) over the last decades the challenges of the theory-praxis-dilemma encountered in the discipline, has been easing off with the changes in the field: from trying to prove educational theories, to exploring praxis. Which is where the majority of SoTL projects find their home: to explore how to improve the development and growth of learners. (Zedler, 2002)
The graphic reflects my academic upbringing; albeit I neglected the much stronger positivist focus my alma mater promoted. It is generically the process educational research (educational inquiry)–outwith SoTL–traditionally follows, and which is reflected in various SoTL frameworks.
Let me know if this makes sense I will keep updating the graphic and context based on feedback. Mind you these are just the main points and I highlighted a couple of issues I have become aware off over the last years. What else is needed? Is tone of voice okay?
Nathalie
https://pubsecure.lucidpress.com/sotlprocess/
Links to Resources
*https://eric.ed.gov/?id=ED461318
***https://link.springer.com/chapter/10.1007/978-3-322-99634-3_2
Nathalie Tasler, PhD, SFHEA, MPhil, PGDip CCM, PGCert LTHE 
I appreciate what you say about engagement with pedagogical literature as something that runs throughout the process. I’m a little worried, though, that some people might miss that, and try to run a project based on what seems to be commonsense alone. Any research project about education needs to be informed by the pedagogical literature. Have you considered adding the literature search more explicitly into one of the early steps?
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I have written in into the top line of the graphic for context but I think you are right, also because some SoTL projects can be literature based. I think I have to change the format from A4 to a longer info-graphic after all. 😀
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