SoTL
The Scholarship of Teaching and Learning

What is it?

\"ongoing learning about teaching and the
demonstration of such knowledge.\"
Kreber and Cranton in The Journal of Higher Education 71(4)

\"The scholarship of teaching is not merely
teaching our scholarship. Nor is it simply
teaching we# .... The scholarship of
teaching means that we invest in our
teaching the inte#ectual powers we
practice in our research.\"
Bender and Gray in The Scholarship of Teaching

\"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 in To Improve The Academy

\"engagement with the existing knowledge
on teaching and learning, self-reflection
on teaching and learning in one’s
discipline, and public sharing of ideas
about teaching and learning within the
discipline.\"
Martin et al in Improving Student Learning

\"The scholarship part of the process
involves composing selected portions of
the investigation and findings [or
integration or reflection] into a
manuscript to be submitted to an
appropriate journal or conference venue.\"
Richlin in Scholarship Revisited

\"systematic reflection on teaching and
learning made public.\"
Illinois State University

taking a scholarly approach to teaching

Building On the Past
(Pat Hutchings of the Carnegie Foundation)
• Classroom and program
assessment
• K-12 action research
• The reflective practice
movement
• Peer review of teaching
• Traditional educational
research
• Faculty development
efforts to enhance
teaching and learning http://www.flickr.com/photos/14058855@N00/3052908465

So what counts?

Taxonomy of Student Learning
from Opening Lines
• \"What works?\"
These are questions that seek \"evidence about the relative
effectiveness of different [teaching] approaches.\"
• \"What is?\"
These are questions that seek to describe, but not evaluate the
effectiveness of, different teaching approaches. These are also
questions that seek to describe how students learn.
• \"Visions of the possible\"
These are questions related to goals for teaching and learning
that have yet to be met or are new to the faculty member asking
the questions.
• \"Theory building\" questions
These are questions designed to build theoretical frameworks http://www.flickr.com/photos/40021607@N00/185508448
for SoTL similar to frameworks used in other disciplines.

Standards of SoTL
(from Scholarship Assessed)
• Clear goals
• Adequate preparation
• Appropriate methods
• Significant results
• Effective presentation
• Reflective critique http://blog.bioethics.net/InvitationChecklist.jpg

From the Journal of the SoTL
• Data-driven studies
• Reflective essays
• Reviews
• Case Studies
• Comments and
Communications

Teaching as Research
from the DELTA Program at the University of Wisconsin-Madison
• Informed by the work • Analyzing evidence and
of others drawing conclusions
• Includes an explicit • Reflecting and taking
question or hypothesis action
about teaching-learning
• Cyclical and ongoing
relationships
• Results are documented
• Shaped by an explicit
and disseminated
design or plan for
addressing the question • The practitioner is
at hand principally responsible
for the inquiry plan and
• Collecting credible data
process
as evidence

What do I do with it?

http://www.flickr.com/photos/63969483@N00/844363451
Journals

Conferences

Have you read or used the
SoTL in your own
instructional design?

Have you published or
presented in the SoTL?

What could you do?