Scholarship/SoTL Resources for Faculty [CTLE]: Home

Center for Engaged Learning. (2013, September 9). Key characteristics of the scholarship of teaching and learning. Retrieved from https://youtu.be/yvDKHHyx7YY.

Randy Bass (Georgetown University), Joanna Renc-Roe (Central European University, Budapest), Pat Hutchings (Gonzaga University), Barbara Gayle (Viterbo University), Dan Bernstein (University of Kansas), Mary Taylor Huber (Carnegie Foundation for the Advancement of Teaching), Gary Poole (University of British Columbia), Nancy Chick (Vanderbilt University), Tony Ciccone (University of Wisconsin -- Milwaukee), and Sherry Linkon (Georgetown University) describe key characteristics of the Scholarship of Teaching and Learning (SoTL).
 

The scholarship of teaching and learning (SOTL) is a scholarly, systematic approach to researching teaching and the public sharing and review of such work.  Schulman (2001) asserts the scholarship of teaching and learning "shares established criteria of scholarship in general, such as that it is made public, can be reviewed critically by members of the appropriate community, and can be built upon by others to advance the field."

In work at the Carnegie Foundation SoTL has been defined as,  “problem posing about an issue of teaching or learning, study of the problem through methods appropriate to the disciplinary epistemologies, applications of results to practice, communication of results, self-reflection, and peer review” (Cambridge, 2001) and a “systematic reflection on teaching and learning made public" (McKinney, 2007, p. 157). 

Cambridge, B. (2001).  Fostering the scholarship of teaching and learning: Communities of practice.  In D. Lieberman and C. Wehlburg (Eds.), To improve the academy (pp. 3-16). Bolton, MA: Anker.

McKinney, K. (2007).  Enhancing learning through the scholarship of teaching and learning: The challenges and joy of juggling.  San Francisco, CA: Jossey-Bass.

Shulman, L. E. (2001).  Remarks at the teaching symposium for the cross endowed chair for the scholarship of teaching and learning.  Normal, IL: Illinois State University.

Center for Engaged Learning. (2013, August 16). Scholarship of teaching and learning vs. scholarly teaching. Retrieved from https://youtu.be/eedxoj1CPnk.

Presented by the International Society for the Scholarship of Teaching and Learning (ISSOTL) & The Center for Engaged Learning at Elon University. Scholarship of Teaching and Learning (SoTL) Scholars Dan Bernstein, Mary Taylor Huber, Pat Hutchings, and Gary Poole compare Scholarly Teaching and the Scholarship of Teaching and Learning. This video was produced for ISSOTL Online 2013, an online conference held in conjunction with the ISSOTL 2013 conference in Raleigh, North Carolina. Hosted by the Center for Engaged Learning (www.elon.edu/cel) at Elon University.

• “What Is SoTL?” by Kathleen McKinney:  McKinney’s brief collection of definitions
• “The Scholarship of Teaching: What’s the Problem?” by Randy Bass:  Bass’s article from invention (1998), an early text of the SoTL canon
• “Conceptualizing SoTL” by Deborah Gentry:  A helpful introductory essay
• “Research Methods for Doing SoTL” by Kathleen McKinney:  McKinney’s brief overview of possible research methods for SoTL
• “Principles of Good Practice” by Peter Felten“:  Felten’s article from the inaugural issue of Teaching & Learning Inquiry, articulating hallmarks of effective SoTL
• “Getting SoTL Articles Published- A Few Tips” by Kathleen McKinney:  McKinney’s tips for getting published