The Scholarship of Teaching and Learning (SoTL) goes beyond scholarly teaching and involves systematic study of teaching and/or learning and the public sharing and review of such work through presentations, publications, or performances. SoTL then shares established criteria of scholarship in general, such that it is made public, can be reviewed critically by members of the community, and can be built upon by others to advance the field. SoTL is a research agenda.
The focus of SoTL is on the creation of a product regardless of discipline. The emphasis is on learning outcomes and product.
- Kreber (2001). “Those who practice SoTL carefully design ways to examine, interpret, and share learning about teaching. Thereby, they contribute to the scholarly community of their discipline. In classroom research is important but is not sufficient for the scholarship of teaching and learning”. (p. 15)
- Huber & Hutchins (2005). “The core of SoTL work includes the kinds of inquiry and investigations that faculty are most likely to undertake when they examine and document teaching and learning in their classrooms in order to improve their practice and make it available to peers”. (p. 4)
- Personnel policy at Buffalo State College (2003)
The Scholarship of Teaching and Learning involves integrating the experience of teaching with the scholarship of research and producing a scholarly product out of those activities.
FCTL Initiatives and resources which fit under SoTL:
- Workshops on how to get started in SoTL
- Funding to present research at SoTL, or teaching and learning conferences
- Personnel support to faculty members, staff, and administrators involved in SoTL research projects
- SoTL Faculty Fellowships
Possible value and benefits of SoTL
- Support and provide evidence of teaching effectiveness in tenure and promotion portfolios
- Recognition in promotion and tenure guidelines
- Help with classroom and program assessments
- Use in program review and accreditation
- Revitalize faculty members/provide new career focus
- Improve graduate students’ career prospects
- Broaden graduate student training and preparing future faculty
- Provide research opportunities for students
- Become involved in a national/international higher education initiative
- Adding to faculty accomplishments
- It won’t replace traditional scholarship, but it is an addition to traditional scholarship in the field
Results of SoTL at Missouri State
- Results of SoTL projects comparing different modalities show that the blended format is as or more effective than the face-to-face format. Outcomes assessed ranged from student motivation, student engagement, public affairs understanding, performance, and retention.
- Results of SoTL projects comparing a face-to-face traditional section to a Service-Learning section found enhanced effectiveness for the SL section. Outcomes assessed ranged from student motivation, student engagement, public affairs understanding, performance, and retention.
- Results of the impact of SoTL workshops are also encouraging. The majority of the respondents indicated that the workshops improved their courses, their teaching, and student learning.
Huber, M. T., & Hutchings, P. (2005). The advancement of Learning: Building the Teaching Commons. San Francisco, CA: Jossey-Bass.
Hutchings, P., & Shulman, L. E. (1999). The Scholarship of Teaching: New elaborations, new developments. Change, 31, 10-15.
Kreber, C. (Ed.). (2001). New directions for teaching and learning: No. 86. Scholarship revisited: Perspectives on the scholarship of teaching and learning. San Francisco, CA: Jossey-Bass.
Instructional Community SoTL Project Reports
Hybrid Vigor in Education?
Lora Hobbs explains how combining two traditional class formats can create a better whole . . . and her students love it! “One can see that the strengths of one class format respond directly to the liabilities of the other format. "
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