This presentation was delivered to the James Cook University Scholarship of Teaching and Learning Community of Practice (COP) on the 13 October 2022. It talks though what SoTL is, the benefit to Academic staff from different disciplines and the definite this can have to the University. It provides examples and anecdotes of practice and how this could be applied in and across academic discipline practices. A video of slightly a different version of this presentation can be accessed from https://youtu.be/qy6E57CyAOM Slide 12 citation: Pienaar, J., & Clifton, D. (2018). Scholarly activity and the scholarship of learning and teaching. Central Queensland University (this may not be the exact title, description supplied by author).

1. CRICOS Provider No: 00300K (NT/VIC) 03286A (NSW) RTO Provider No: 0373 TEQSA Provider ID PRV12069
Getting the good oil on SOTL
Professor Michael Sankey
Director Learning Futures and Lead Education Architect
Education Strategy
President of the Australasian Council on Open, Distance and eLearning
(ACODE)
Community Fellow, Australasian Society for Computers in Learning in Tertiary
Education (ASCILITE)

2. Charles Darwin University acknowledges all
First Nations people across the lands on
which we live and work, and we pay our
respects to Elders both past and present.
2

3. • The scholarship of teaching and learning (SoTL) is often
defined as systematic inquiry into student learning which
advances the practice of teaching in higher education by
making inquiry findings public.
(Hutchings & Shulman, 1999)
What is SoTL
3

4. “We don’t all have to be discoverers; we can be scholars of
practical application, of synthesis and integration, or scholarly
teachers who are well-informed and knowledgeable”
(Johnston and Picard 2022)
I would first like to dispel one myth, that SoTL is not research
It doesn’t have to be research, but it often is.
4

5. 1. Inquiry focused on student learning
2. Grounded in context
3. Methodologically sound
4. Conducted in partnership with students,
5. Appropriately public.
(Felten 2013)
5 principles for good practice in SOTL
5

6. 6

7. 2. The content and learning activities of each course of study
engage with advanced knowledge and inquiry consistent with the
level of study and the expected learning outcomes, including:
a) current knowledge and scholarship in relevant academic disciplines
b) study of the underlying theoretical and conceptual frameworks of
the academic disciplines or fields of education or research
represented in the course, and
c) emerging concepts that are informed by recent scholarship, current
research findings and, where applicable, advances in practice.
Teaching – 3.1.2
7

8. • Staff with responsibilities for academic oversight and
those with teaching and supervisory roles in courses or
units of study are equipped for their roles, including
having:
a. knowledge of contemporary developments in the discipline
or field, which is informed by continuing scholarship or
research or advances in practice
Staffing – 3.2.3
8

9. • Students are admitted to research training only where the
training can be provided in a supervisory and study
environment of research activity or other creative
endeavour, inquiry and scholarship, and the supervision
and resources required for their project are available.
Research and Training – 4.2.2
9

10. • The higher education provider’s academic and teaching
staff are active in scholarship that informs their teaching,
and active in research when engaged in research student
supervision, supported by the provider.
B1.1.2 – Institute of Higher Education Category
10

11. 11
https://www.teqsa.gov.au/latest-news/publications/guidance-note-scholarship

12. 12
Teaching Scholarly Teaching
Scholarship of Teaching
& Learning
Discipline
Research
Important for SoTL
Conference presentations
Other publications
Peer reviewed publications
Demonstrating
Marking
Lecturing
Tutorials
Assessment
Reading Texts/Journals
Grants
Course/Unit Review
Closing the loop
Innovation in teaching
Professional Development
Reflection
Conference attendance
Industry experience
Post-grad study
(Education)
Professional contribution
Project proposals
Other publications
Peer reviewed publications
Conference presentations
Leadership
Impact

13. 13
From: https://www.csu.edu.au/division/learning-and-teaching/home/Scholarship-Activities/scholarly-environment-model

14. 14
The basis of SoTL is Pedagogy
• It is the interaction between teachers, students, and the learning
environment and the learning tasks in and around that environment.
• If I say, I’m using a pedagogical approach, generally we are talk about using
‘Constructivism’.
• But we are actually using a much broader range of approaches, as the needs
arise.
• We’ve developed out of necessity an eclectic approach to pedagogy.
• It’s like my set of golf clubs. If the hole is 260m, I’ll start by using my 2 wood,
then I’ll use my 6 iron to get to the green. I then get to use my putter.
• The next hole is only 180m, so I’ll use a different combination of clubs. But I
always get to use my putter (assessment).

15. 15

16. My Top 10
16

17. • Using a different assessment method
• Using more media in your Units/Courses
• Embedding some First Nations Knowledges
But why
• Not just about Academic promotion
• Teaching Awards
• Raise your research profile
• Applying for an AdvanceHE fellowship
So, what on earth could I research?
17

18. Types of impact
18

19. 19
https://towardsdatascience.com/the-old-saying-two-heads-are-better-than-one-4c7d133e16a4
https://www.copperbottom.net/blog/2016/11/7/why-two-heads-are-better-than-one
https://www.teachwire.net/news/two-heads-are-better-than-one-why-teachers-should-talk-to-their-tas
In all Uni’s in Australia there are staff willing
to partner with you in SoTL:
• Educational Design staff
• Faculty of Education colleagues
• Peers (in and out of your Uni)

20. “SoTL counts because it informs our
practice and enhances the learner
experience. The subtle art of everyday SoTL
enables it to count.”
Johnston and Picard 2022
The Good Oil
20

21. • Felten, P. (2013). Principles of Good Practice in SoTL. Teaching and Learning Inquiry: The ISSOTL
Journal. 1 (1): 121–125. doi:10.20343/teachlearninqu.1.1.121
• Hutchings, P., & Shulman, L. S. (1999). The Scholarship of Teaching: New Elaborations, New
Developments. Change: The Magazine of Higher Learning, 31(5), 10–15.
doi:10.1080/00091389909604218
• Johnston, S. & Picard, M. (2022) The subtle arts of the everyday scholar. Campus Morning Mail. 20
March. Available from: https://campusmorningmail.com.au/news/the-subtle-arts-of-the-everyday-
scholar/
Resources
• https://www.aqf.edu.au
• Engagement and Impact Assessment | Australian Research Council
• https://www.csu.edu.au/division/learning-and-teaching/home/Scholarship-Activities/scholarly-environment-model
References
21