The document provides an overview of the Scholarship of Teaching and Learning (SoTL). It discusses key concepts such as the purpose of SoTL to improve teaching practices and enhance student learning outcomes through systematic inquiry. It covers benefits and challenges of engaging in SoTL research and effective methodologies. Examples are provided of impactful SoTL findings that have influenced higher education. The document also compares two articles on SoTL in engineering education and their collective contribution to advancing evidence-based practices in the field.

1. Exploring the
Scholarship of
Teaching
and Learning by

2. GUIDE QUESTIONS
1. What is the overarching goal and purpose of engaging in the Scholarship of Teaching and Learning
(SoTL)? How does SoTL contribute to the improvement of teaching practices and student learning
outcomes?
2. What are the key considerations when formulating research questions in the context of SoTL? How can
educators ensure that their research questions are relevant and meaningful to their teaching context?
3. In a comparative analysis of the two articles, "The Scholarship of Teaching and Learning in Engineering"
by P.C. Wankat, and 'Educational Research': An Example from Engineering" by R.A. Streveler et al., What
are the key contributions of both articles to the field of engineering education, and how do they
collectively advance the scholarship of teaching and learning in engineering?

3. Contents
1. Introduction to Scholarship of Teaching and
Learning
2. Understanding the Key Concepts of SoTL
3. Benefits and Challenges of Engaging in SoTL
4. Methodologies and Approaches in SoTL Research
5. Effective Strategies for Implementing SoTL Findings
6. Key Findings and Impact of SoTL Research
7. Promoting SoTL in Higher Education Institutions
8. Comprehensive Report on Scholarship of Teaching
and Learning in Engineering
9. Conclusion.

4. (1)
Introduction
to
Scholarship
of Teaching
and Learning
The Scholarship of Teaching and Learning
(SoTL) is a field of educational research and
inquiry that focuses on the study of teaching
and learning within higher education. It is an
interdisciplinary approach that combines
educational theory and research methods to
investigate and improve the practices of
teaching and the outcomes of learning. SoTL is
primarily concerned with understanding how
students learn and how to enhance the
effectiveness of teaching in order to promote
better learning outcomes.

5. (2)
Key aspects
of the
Scholarship
of Teaching
and
Learning
Purpose Research Focus:
Interdisciplinary
Nature
Peer Review
and
Dissemination
Reflection and
Continuous
Improvement
Evidence-Based
Teaching
Enhancement
of Student
Learning
Institutional
Impact
Collaboration
and Community
Building

6. (3)
BENEFITS
AND
CHALLENGES
OF
ENGAGING
SOTL
• The Scholarship of Teaching and Learning
(SOTL) involves systematic inquiry into
teaching and learning processes with the
goal of advancing both. Engaging in SOTL
offers several benefits and challenges.

7. BENEFITS
ENGAGING
SOTL
1. Improved Teaching Practices
2. Enhanced Student Learning Outcomes
3. Faculty Professional Development
4. Contribution to the Scholarship Community
5. Fostering a Culture of Inquiry

8. CHALLENGES
OF
ENGAGING
SOTL
1. Time Constraints
2. Interdisciplinary Collaboration
3. Tension Between Research and Teaching
Priorities
4. Resource Constraints
5. Assessment and Evaluation Challenges

9. (4)
Methodologies
and
Approaches in
SoTL Research
Research methodologies
1. Quantitative Research Methods
2. Qualitative Research Methods
3. Mixed Methods Approaches

10. Implementing
Scholarship of
Teaching and
Learning
(SoTL) findings
effectively
involves:
• 1. Faculty Development
• 2. Institutional Support
• 3. Collaborative Communities
• 4. Pedagogical Resources
• 5. Incorporate into Policies
• 6. Feedback Mechanisms
• 7. Integration into Curriculum
• 8. Student Involvement
• 9. Technology Integration
• 10. Assessment and Evaluation

11. (5)
Effective
Strategies for
Implementing
SoTL Findings
• Dissemination and Sharing of Findings
• Integration into Teaching Practices

12. (6)
Key Findings
and Impact of
SoTL Research
• John Biggs (2001) “Constructive Alignment”
Key Finding: Biggs is known for his work on
constructive alignment, emphasizing the importance
of aligning intended learning outcomes, teaching
methods, and assessment strategies.
Impact: Constructive alignment has influenced
curriculum design globally, promoting coherence and
effectiveness in educational programs.
• M. Weimer (2013)“Learner-Centered Teaching”
Key Finding: Weimer emphasizes learner-
centered teaching, encouraging instructors to focus
on the learning experience and outcomes for
students.
Impact: Her work has influenced the shift
towards more student-centered approaches in higher
education, fostering active learning and student
engagement.

13. (6)
Key Findings
and Impact of
SoTL Research
• K. Bain (2004)“What the Best College Teachers Do”
Key Finding: Bain's research explores the
practices of exceptional college teachers, highlighting
the importance of deep engagement and a focus on
understanding in the learning process.
Impact: His book, "What the Best College
Teachers Do," has been influential in shaping
discussions on effective teaching practices.
• L. D. Fink (2005) “Integrated Course Design”
Key Finding: Fink promotes integrated course
design, emphasizing the alignment of course goals,
activities, and assessments with significant learning
experiences.
Impact: Fink's work has influenced the design
of courses that prioritize transformative and
meaningful learning experiences.

14. (6)
Key Findings
and Impact of
SoTL Research
• P. Hutchings et al.(2011) “Scholarship of Teaching and
Learning Reconsidered”
Key Finding: Hutchings, along with others,
contributed to the publication "The Scholarship of Teaching
and Learning Reconsidered," which broadens the definition
of scholarship to include the scholarship of teaching.
Impact: This work has contributed to the
recognition of teaching as a scholarly activity and has
influenced institutional policies and practices.
• M. Healey (2007)“Engaging Students in Active Learning”
Key Finding: Healey's work focuses on engaging
students as partners in the learning process, promoting
active learning and collaboration.
Impact: He has contributed to the development of
the concept of students as partners in education, fostering
a more collaborative and inclusive learning environment.

15. (7)
Promoting
SoTL in
Higher
Education
Institutions
1. Creating Supportive Institutional Policies
Institutions can promote SoTL by
establishing policies that recognize and incentivize
engagement in SoTL activities. These policies may
include dedicated funding, release time for
research, and evaluation criteria that value
pedagogical scholarship.
2. Building SoTL Communities
Creating communities of practice and
interdisciplinary collaborations foster dialogue,
knowledge exchange, and mentorship among
educators interested in SoTL. These explores
different ways to build SoTL communities, such as
faculty development programs, research centers,
and online networks.

16. Examples and
impact on
Promoting
SoTL in Higher
Education
Institutions
• 1. Faculty Learning Communities (FLCs)
• 2. SoTL Workshops and Seminars
• 3. Online Platforms and Communities
• 4. SoTL Journals and Publications
• 5. Institutional Support and Recognition
• 6. Collaborative Research Projects
• 7. Conference Participation
.

17. (8)
Comprehensive
Report on
Scholarship of
Teaching and
Learning in
Engineering
• "The Scholarship of Teaching and Learning in
Engineering" by P.C. Wankat
• "Moving from the 'Scholarship of Teaching
and Learning' to 'Educational Research': An
Example from Engineering" by R.A. Streveler
et al.

18. "The Scholarship
of Teaching and
Learning in
Engineering" by
P.C. Wankat
Key Concepts and Ideas
• Scholarly Teaching
• Assessment and Evaluation
• Active Learning
• Diversity and Inclusion
• Professional Development
Implications
Wankat's work has profound implications for
engineering education. It encourages a shift in
mindset, positioning teaching as a scholarly
endeavor.

19. "Moving from the
'Scholarship of
Teaching and
Learning' to
'Educational
Research': An
Example from
Engineering" by R.A.
Streveler et al.
Key Concepts and Ideas
Streveler and her colleagues expand on the
concept of SoTL and delve into the transition from
SoTL to educational research in engineering. Key
ideas include:
• Scholarship Continuum
• Ethnographic Study
• Interdisciplinary Collaboration
Implications
Streveler et al.'s work offers a valuable roadmap
for educators in engineering who wish to move
beyond SoTL and engage in rigorous educational
research. It showcases the potential for a deeper
understanding of teaching and learning, informing
evidence-based practices, and contributing to the
broader knowledge base in engineering
education.

20. Comparative
Analysis
• Both articles underscore the importance of
evidence-based teaching practices, assessment,
and continuous improvement in engineering
education. However, Streveler's work provides a
more specific pathway for transitioning from
SoTL to educational research, emphasizing the
scholarly continuum. In contrast, Wankat's
article serves as a broader introduction to SoTL
in engineering.
• While Wankat's article focuses on general
principles of SoTL in engineering, Streveler's
article provides a more concrete example of
conducting educational research within the
engineering context. The combination of these
works offers a comprehensive approach to
enhancing engineering education through
scholarly practices.

21. CONCLUSION
• The Scholarship of Teaching and Learning
(SoTL) offers a comprehensive approach to
enhancing education by promoting
evidence-based teaching practices. Through
systematic inquiry, reflection, and
dissemination of findings, SoTL contributes
to the ongoing improvement of teaching and
student learning outcomes.

23. GUIDE
QUESTIONS
1. What is the overarching goal and purpose of engaging in
the Scholarship of Teaching and Learning (SoTL)? How does
SoTL contribute to the improvement of teaching practices
and student learning outcomes?
2. What are the key considerations when formulating
research questions in the context of SoTL? How can
educators ensure that their research questions are relevant
and meaningful to their teaching context?
3. In a comparative analysis of the two articles, "The
Scholarship of Teaching and Learning in Engineering" by
P.C. Wankat, and 'Educational Research': An Example from
Engineering" by R.A. Streveler et al., What are the key
contributions of both articles to the field of engineering
education, and how do they collectively advance the
scholarship of teaching and learning in engineering?