Scholarship for Teaching and Learning (SoTL) -- a combination of research and teaching -- is a growing movement in post-secondary education that seeks to understand or improve student learning and the teaching approaches and practices that affect student learning. SoTL is a scholarly activity in which an instructor engages in careful planning, evaluation, and dissemination of their study in order to inform their own teaching and also to influence practice beyond their own classroom. It is practiced across all disciplines in higher education and thus employs a wide range of lenses and methods.
Adapted from the UAlberta CTL's Research on Teaching and Learning.
The principles of good practice in SoTL (Felten 2013) are that an inquiry is:
We say that SoTL brings a scholarly approach because it begins with intellectual curiosity, is conducted deliberately and systematically, is grounded in an analysis of relevant evidence, and results in findings shared with peers to be reviewed and to expand a knowledge base.
SoTL is valuable because it benefits students, instructors, and institutions (Bernstein, 2013).
Elgie, S. (2014). Researching teaching and student outcomes in postsecondary education: An introduction. Second edition. Toronto: Higher Education Quality Council of Ontario.
Gurung, R. A. R. & Wilson, J. H. (Eds.). (2013). Doing the scholarship of teaching and learning: Measuring systematic changes to teaching and improvements in learning. San Francisco, CA: Jossey-Bass.
Seidel, S. B., & Tanner, K. D. (2017). "What if students revolt?" -- Considering student resistance: Origins, options, and opportunities for investigation. CBE Life Sciences Education, 12(4), 586-595.