What is SoTL?
The Scholarship of Teaching and Learning (SoTL) is a movement of scholarly thought and action drawing upon the reciprocal relationship between teaching and learning at the post-secondary level (Boyer, 1990). An important goal of SoTL is to enhance and augment learning amongst and between individual learners by investigating the many features of discipline specific expertise and best pedagogical practice (McKinney, 2006).
SoTL asks professionals to examine their own classroom practice, record their successes and failures, and share their experiences so that others may build upon teaching and learning processes. In this respect, SoTL serves as a conduit for disseminating research findings and making accessible practical applications of educational theories and practices related to teaching and learning for all stakeholders in education (Hutchings & Shulman, 1999).
- Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
- Hutchings, P., & Shulman, L. E. (1999). The scholarship of teaching: New elaborations, new developments. Change, 31(5), 10–15.
- McKinney, K. (2006). Attitudinal and structural factors contributing to challenges in the work of the scholarship of teaching and learning. New Directions for Institutional Research, 129 (Summer), 37-50.