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Scholarship of Teaching

& Learning:

About SoTL

What is SoTL?

The Scholarship of Teaching and Learning (SoTL) is:

An international movement, aiming to enhance the quality of teaching and learning in postsecondary education.
An area of postsecondary scholarship, accessible to educators from all disciplines, vocations, and professions, and welcomes intra- and interdisciplinary inquiry.
Welcoming to all people, representing diverse backgrounds, lived experiences, and ways of knowing and being.
Focused on educational initiatives of diverse scope (e.g., within and across lessons, courses, programs, institutions, sectors, countries, etc.)

Definitions of SoTL

While there is no single definitive definition of SoTL, we will work with the following definitions for now:

“The scholarship of teaching and learning encompasses a broad set of practices that engage teachers in looking closely and critically at student learning in order to improve their own courses and programs, and to share insights with other educators who can evaluate and build on their efforts” (Hutching, Huber &Ciccone, 2011, p. xix).
“The scholarship of teaching involves engagement with research into teaching and learning, critical reflection of practice, and communication and dissemination about the practice of one’s subject” (Healey, 2000, p.`169).

Why is SoTL Important?

Engaging in SoTL has numerous benefits to contemporary college education, such as encouraging educators to:

systematically reflect on teaching practices, identify ‘burning’ questions, consult scholarly literature, make evidence-informed changes to teaching practice, and observe the effects on students’ learning.
Mobilize the findings of scholarly inquiries on teaching and learning with people and/or groups who could benefit from this knowledge (e.g., locally, provincially, and nationally, through symposia, conferences, journals, etc.)

What are the Five Principles of SoTL?

Whether you are new or experienced with SoTL, we encourage you to use these five principles (Felten, 2013) as a framework or guide the development and focus of your SoTL inquiries.

Is your inquiry focused on student learning?

SoTL isn’t just about how to best teach your discipline, it should be focused on the student experience and their learning.

Is your inquiry grounded in both scholarly and local context?

SoTL inquiries should build on what is already known (i.e., requires a scholarly literature review), while also being sensitive to the context and dynamics of your classroom.

Is your research methodologically sound?

High-quality SoTL inquiries require the systematic use of research methods that connect questions from practice back to student learning.

Is your inquiry conducted in partnership with students?

Full partnership with students may not be practical or appropriate in all SoTL projects, but good practice often requires engaging students in the inquiry process.

Is your research appropriately public?

Teaching should be ‘community property’. Your work doesn’t have to end in a scholarly journal, but SoTL work should be made public so that colleagues can critique and/or use your work.

Begin a SoTL Project

Embarking on a SoTL project can be a daunting but exciting journey! To scaffold your engagement with this process, we recommend the Hopscotch 4-SoTL resource designed by the Center for Excellence in Teaching and Learning at Kennesaw State University.