What is the Scholarship of Teaching and Learning (SoTL)?
The Scholarship of Teaching and Learning (SoTL) is a broad category of inquiry focused
on "engag[ing] teachers in looking closely and critically at student learning for
the purpose of improving their own courses and programs" (Hutchings, Huber, & Ciccone,
2011, p.7). SoTL is an intentional journey of reflection and continuous improvement.
Faculty engaged in SoTL conduct systemic, reflective inquiries of their own practice
(Bernstein, 2010; Grauerholz & Zipp, 2008; Hutchings, 2000; Mettetal, 2001; Potter
& Kustra, 2011).
The SoTL should not be confused with other forms of scholarship, such as discovery,
integration, or application. While many SoTL inquiries may be classified within the
definitions of these other forms, the SoTL distinguishes itself with its adherence
only to identified core aspects of scholarship, which can be seen across all forms
of scholarship.
Common Dimensions of Scholarship (Glassick, Huber, & Maeroff, 1997, p.25)
1. Clear Goals
2. Adequate Preparation
3. Appropriate Methods
4. Significant [important/valuable] Results
5. Effective Presentation
6. Reflective Critique
Scholarship is an expectation when conducting an SoTL inquiry, however, there is a
great deal of personalization allowed within this type of inquiry given the nature
of self-study and practical application of learning within each faculty member's unique
context. SoTL inquiries exist on a vast continuum and may include activities such
as:
investigating a single act of practice within a classroom (Hutchings, 2000);
exploring key issues within larget contexts (Nelson, 2003);
engaging in formal research (Nelson, 2003); and/or
participating in the formulation of new frameworks and theory (Hutchings, 2000).
Each faculty member decides upon the scope of inquiry based on personal context. What
is of most value is the authenticity with which the faculty member has identified
a "problem of practice worth pursuing" (Bass, 1999) through a systemic inquiry focused
on improving student learning. Regardless of selected scope, the inquiry of practice
wil be focused on, "...paying close attention to [your] students' learning, reflecting
on [your] own contributions to that learning, and making [your] thoughts and [your]
work visible to others" (Bernstein, 2010, p.1).
A wide variety of methodologies, approaches, and ways of sharing conclusions (Bass,
1999; Bernstein, 2010; Nelson, 2003; Hutchings, 2000) are accepted within the SoTL.
The decision to use discipline-specific methodologies is not surprising (Bass, 1999;
Bernstein, 2010; Hutchings, 2000; Potter & Kustra, 2011) as faculty bring their expertise
as scholars to an inquiry into their own teaching practice and student learning. However,
experimenting with unfamiliar methodologies is encouraged as "there is power in methodological
conversation and collaboration across field, as faculty borrow approaches and perspectives
from colleagues in other areas" (Hutchings, 2000). For the SoTL, what is valued methodologically
is alignment to inquiry goals in relationship to the problem or question(s) being
addressed by the faculty within the inquiry.
Most important is that the method selected be carefully justified and appropriate
to the project's goals (Glassick, Huber, & Maeroff, 1997, p.29).
In SoTL inquiry, the object of analysis is teaching and learning (Potter & Kustra).
It is an inquiry conducted with a "transformational agenda" (Hutchings, 2000) where
changes to both teacher practice and student learning are expected outcomes from the
process. The majority of the time, SoTL inquiry is a reflective self-examination into
instructional practice(s) by seeking answers to questions about "what works" or "waht
is" (Hutchings, 2000, p.4). However, SoTL inquiries may also be driven by a desired
future vision of the possible (Shulman) and also includes work towards developing
new "conceptual frameworks for shaping thought about practice" (Hutchings, 2000, p.5).
An SoTL inquiry should utilize practical practices (Bernstein, 2010; Hutchings, 2000;
Nelson, 2003) with practical significance directly informing teaching practice (Mettetal,
2001).
Purpose of the SoTL
The purpose of the SoTL is the production of outstanding teaching (Bass, 1999; Bernstein,
201; Hutchings, 2000; Mettetal, 2001; Potter & Kustra, 2011; Prosser, 2008) focused
on the goal of improving student learning (Bernstein, 2010; Potter & Kustra, 2011;
Prosser, 2008).
Focus on improving [your] own practices and the understanding demonstrated by [your]
own students (Bernstein 2010, P.4).
SoTL Funding Opportunities
SoTL Funding Opportunity
FCTL Teaching & Learning Grant
The Teaching & Learning Grants support MSU faculty as they engage in any SoTL project
to improve their own teaching practice and/or student learning.
Selected faculty will receive up to $3000 to support their SoTL.
The Education Abroad Grant provides Missouri State University faculty with funding
to support research that examines the educational impact of international education
abroad learning environments on student outcomes. This grant is suited for faculty
interested in pursuing a Scholarship of Teaching and Learning (SoTL) project, conducting
research on the influence of education abroad international learning environments
using SoTL methods.
Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. The
Carnegie Foundation for the Advancement of Teaching. New York: John Wiley and Sons.
(Available for check out in MSU FCTL)
Glassick, C., Huber, M., Maeroff, G. (1997). Scholarship Assessed: Evaluation of
the Professoriate. San Francisco, CA: Jossey-Bass. (Available for check out in MSU
FCTL)
Huber, M.T. (2004). Balancing acts: The scholarship of teaching and learning in academic
careers. Washington, DC: American Association for Higher Education and The Carnegie
Foundation for the Advancement of Teaching. (Available for check out in MSU FCTL)
Hutchings, P. (2000). Approaching the scholarship of teaching and learning. In P.
Hutchings (Ed.), Opening lines: Approaches to the scholarship of teaching and learning
(pp. 1-10). Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching.
(Available for check out in MSU FCTL)
Hutchings, P. (Ed.). (2002). Ethics of inquiry: Issues in the scholarship of teaching
and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
(Available for check out in MSU FCTL)
