Subject Guides: Introduction to Discipline-Based Education Research : Scholarship of Teaching &amp; Learning Resource Guide

A Definition (or Two) of SoTL

The Institute for Scholarship of Teaching and Learning at Mount Royal University defines SoTL as:

"...the developing field of original research & scholarship about teaching and learning practice specifically in the context of higher education. It is conducted by scholars from a variety of disciplinary backgrounds, who are interested in understanding student learning, innovations in teaching practice, and transformation of higher education."

Peter Felton (2013) describes the characteristics of SoTL as

inquiry focused on student learning
grounded in context
methodologically sound
conducted in partnership with students
publicly disseminated

A Selection of Seminal Works on SoTL

Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry: The ISSOTL Journal 1(1), 121-125.
Bass, R. (1999). The scholarship of teaching: What’s the problem? Inventio: Creative Thinking about Learning and Teaching 1(1), 1-10.
Shulman, L. S. (2004). Teaching as community property: Putting an end to pedagogical solitude. In L. S. Shulman & P. Hutchings (Eds). Teaching as community property: essays on higher education (pp.139-144). Jossey-Bass.
Hutchings, P. (2000) Approaching the scholarship of teaching and learning. In Hutchings, P. (Ed.) Opening Lines: Approaches to the Scholarship of Teaching and Learning. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. 1-10.
Hutchings, P., & Shulman, L.S. (1999) The scholarship of teaching: New elaborations, new developments. Change, 31(5): 10-15.
Potter, M. K., & Kustra, E. (2011). The relationship between scholarly teaching and SoTL: Models, distinctions, and clarifications. International Journal for the Scholarship of Teaching and Learning, 5(1), 1-18

A Selection of New Literature on SoTL

Bass, R. (2020). What’s the Problem Now? To Improve the Academy, 39(1), 3–30.
Larsson, M., Mårtensson, K., Price, L., & Roxå, T. (2020). Constructive Friction? Charting the Relation between Educational Research and the Scholarship of Teaching and Learning. Teaching & Learning Inquiry, 8(1), 61–75.
Behari-Leak, K. (2020). Toward a Borderless, Decolonized, Socially Just, and Inclusive Scholarship of Teaching and Learning. Teaching & Learning Inquiry, 8(1), 4–23.
Franks, A. M., & Payakachat, N. (2020). Positioning the Scholarship of Teaching and Learning Squarely on the Center of the Desk. American Journal of Pharmaceutical Education, 84(9), 1169–1174. https://doi.org/10.5688/ajpe8046
McGrath, A. (2020). Bringing cognitive dissonance theory into the scholarship of teaching and learning: Topics and questions in need of investigation. Scholarship of Teaching and Learning in Psychology, 6(1), 84–90. https://doi-org.spot.lib.auburn.edu/10.
Matsiliza, N. S. (2020). Decolonisation in the field of public administration: The responsiveness of the scholarship of teaching and learning. Teaching Public Administration, 38(3), 295–312.

Introduction to Discipline-Based Education Research : Scholarship of Teaching & Learning Resource Guide

A Definition (or Two) of SoTL

A Selection of Seminal Works on SoTL

A Selection of New Literature on SoTL

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