The scholarship of teaching and learning (SOTL or SoTL) is often defined as systematic inquiry into student learning which advances the practice of teaching in higher education by making inquiry findings public.[1] Building on this definition, Peter Felten identified 5 principles for good practice in SOTL: (1) inquiry focused on student learning, (2) grounded in context, (3) methodologically sound, (4) conducted in partnership with students, (5) appropriately public.[2]
SOTL necessarily builds on many past traditions in higher education, including classroom and program assessment, action research,[3][4][5] the reflective practice movement, peer review of teaching, traditional educational research, and faculty development efforts to enhance teaching and learning. As such, SOTL encompasses aspects of professional development or faculty development, such as how teachers can not only improve their expertise in their fields, but also develop their pedagogical expertise, i.e., how to better teach novice students in the field or enable their learning. It also encompasses the study and implementation of more modern teaching methods, such as active learning, cooperative learning, problem based learning, and others. SOTL scholars come from various backgrounds, such as those in educational psychology and other education related fields, as well as specialists in various disciplines who are interested in improving teaching and learning in their respective fields. Some scholars are educational researchers or consultants affiliated with teaching and learning centers at universities.
Inquiry methods in SOTL include reflection and analysis, interviews and focus groups, questionnaires and surveys, content analysis of text, secondary analysis of existing data, quasi-experiments (comparison of two sections of the same course), observational research, and case studies, among others. As with all scholarly study, evidence depends not only upon the methods chosen but the relevant disciplinary standards. Dissemination for impact among scholarly teachers may be local within the academic department, college or university, or may be in published, peer-reviewed form. A few journals exclusively publish SOTL outputs, and numerous disciplinary publications disseminate such inquiry outputs (e.g., J. Chem. Educ., J. Natural Resour. Life Sci. Educ., Research in the Teaching of English, College English, J. Economic Education), as well as a number of core SoTL journals and newsletters.[6]
Signature pedagogies are ways of learning in specific disciplines.[7][8] Examples of signature pedagogies include medical residents making rounds in hospitals or pre-service teachers doing a classroom-based practicum as part of their teacher training. The notion of signature pedagogies has expanded in recent years, as scholars have examined their use in e-learning,[9][10] for example. Some scholars contend that SoTL itself is a signature pedagogy of higher education.[11]
4M Framework
It has been suggested that the role of SoTL is evolving, but there remains a need to demonstrate the impact of efforts to promote the impact of SoTL within higher education.[12] The 4M framework is used in SoTL to understand complex problems relating to teaching and learning.[13] The framework grew out of systems theory and has been adapted for used in educational settings. The framework includes four levels through which complex problems can be studied: micro (individual), meso (departmental), macro (institutional), and mega.[14] Changes at the meso-level and beyond can have the most impact over time.[15] The framework has been proposed as a means to engage in strategic planning and institutional reporting of SoTL activities.[16]
Professional societies
The International Society for Exploring Teaching and Learning (ISETL) has as its purpose "to encourage the study of instruction and principles of learning in order to implement practical, effective methods of teaching and learning; promote the application, development, and evaluation of such methods; and foster the scholarship of teaching and learning among practicing post-secondary educators."[17] They hold a yearly conference in varying locations. Their 50th annual conference was to be held in Charlotte, NC in 2019.
The International Society for the Scholarship of Teaching & Learning (ISSOTL) was founded in 2004 by a committee of 67 scholars from several countries and serves faculty members, staff, and students who care about teaching and learning as serious intellectual work.[18] ISSOTL has held annual conferences since 2004, attended by scholars from about a dozen nations. The conferences sites include Bloomington, Indiana USA (2004); Vancouver, British Columbia, Canada (2005); Washington, DC, USA (2006); Sydney, Australia (2007); Edmonton, Alberta, Canada (2008); Bloomington, Indiana, USA (2009); Liverpool, UK (2010); Milwaukee, Wisconsin, USA (2011); Hamilton, Ontario, Canada (2012); Raleigh, North Carolina, USA (2013); Quebec City, Quebec, Canada (2014).
There are also stand-alone conferences that have a long-standing commitment to SOTL. The Lilly Conferences are a series of conferences that occur multiple times a year and provide "opportunities for the presentation of the scholarship of teaching and learning."[19] Additionally, The SoTL Commons Conference is an international conference that has been held since 2007 at the Georgia Southern University Center for Teaching Excellence (CTE).[20]
List of journals focusing on SOTL topics
The Canadian Journal for the Scholarship of Teaching and Learning
^Hutchings, P., & Shulman, L. S. (1999). The Scholarship of Teaching: New Elaborations, New Developments. Change: The Magazine of Higher Learning, 31(5), 10–15. doi:10.1080/00091389909604218
^Felten, Peter (2013). "Principles of Good Practice in SoTL". Teaching and Learning Inquiry: The ISSOTL Journal. 1 (1): 121–125. doi:10.20343/teachlearninqu.1.1.121.
^Sappington, N., Baker, P. J., Gardner, D., & Pacha, J. (2010). A signature pedagogy for leadership education: Preparing principals through participatory action research. Planning and Changing, 41(3/4), 249–273.
^Zambo, D. (2010). Action research as signature pedagogy in an education doctorate program: The reality and hope. Innovative Higher Education, 36(4), 261–271.
^Jacobsen, D. M., Eaton, S. E., Brown, B., Simmons, M., & McDermott, M. (2018). Action research for graduate program improvements: A response to curriculum mapping and review. Canadian Journal of Higher Education, 48(1), 82–98. Retrieved from http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/188048
^. www.ilstu.edu. Archived from the original on 2 September 2006. Retrieved 14 January 2022.{{cite web}}: CS1 maint: archived copy as title (link)
^Shulman, L. (2005). The signature pedagogies of the professions of law, medicine, engineering, and the clergy: Potential lessons for the education of teachers. Proceedings of the Math Science Partnerships (MSP) Workshop: "Teacher Education for Effective Teaching and Learning" Hosted by the National Research Council’s Center for Education. Retrieved from http://www.taylorprograms.com/images/Shulman_Signature_Pedagogies.pdf
^Shulman, L. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59.
^Eaton, S. E., Brown, B., Schroeder, M., Lock, J., & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond. Retrieved from http://hdl.handle.net/1880/51848
^Brown, B., Eaton, S. E., & Schroeder, M. (2017). Signature pedagogies in online classes. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.), Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 66–74). Calgary, Canada: Werklund School of Education, University of Calgary. Retrieved from https://prism.ucalgary.ca/handle/1880/52096
^Felten, P., & Chick, N. (2018). Is SoTL a signature pedagogy of educational development? To Improve the Academy, 37(1), 4–16. Retrieved from https://doi.org/10.1002/tia2.20077 doi:10.1002/tia2.20077
^Ellis, D. E. (2018). Changing the lens: The role of reframing in educational development. To Improve the Academy, 37(1), 142-150. doi:10.1002/tia2.20067
^Poole, G., & Simmons, N. (2013). Contributions of the scholarship of teaching and learning to quality enhancement in Canada. In R. Land & G. Gordon (Eds.), Enhancing quality in higher education international perspectives (pp. 278-298). London: London : Routledge.
^Eaton, S. E. (2020). Understanding Academic Integrity from a Teaching and Learning Perspective: Engaging with the 4M Framework. Retrieved from Calgary: http://hdl.handle.net/1880/112435
^Roxå, T., & Mårtensson, K. (2012). How effects from teacher-training of academic teachers propagate into the meso level and beyond. In E. Simon & G. Pleschová (Eds.), Teacher development in higher education : Existing programs, program impact, and future trends (pp. 213-233): Routledge.
^Miller-Young, J. (2016). Using the Micro-Meso-Macro-Mega (4M) framework for annual reporting and strategic planning. Retrieved from https://sotlcanada.wordpress.com/2016/07/25/using-the-micro-meso-macro-mega-4m-framework-for-annual-reporting-and-strategic-planning/
^"Organization-International Society for Exploring Teaching and Learning". ISETL.org. Retrieved 22 May 2019.
^"ISSOTL". The International Society for the Scholarship of Teaching and Learning. Retrieved 19 May 2019.
^"Lilly Conference". Lilly Conferences:Evidence-Based Teaching and Learning. Retrieved 22 May 2019.
^"SoTL Commons Conference". Georgia Southern University. Retrieved 22 May 2019.
^"College Teaching". College Teaching homepage. Retrieved 22 May 2019.
^"International Journal for Academic Development". Taylor & Francis. Retrieved 22 May 2019.
^"International Journal for the Scholarship of Teaching and Learning". IJ-SOTL homepage. Retrieved 22 May 2019.
^"International Journal for Students as Partners". IJSaP homepage. Retrieved 22 May 2019.
^"International Journal of Teaching and Learning in Higher Education". IJTLHE homepage. Retrieved 22 May 2019.
^"Journal of Effective Teaching in Higher Education". JETHE homepage. Retrieved 22 May 2019.
^"Journal of the Scholarship of Teaching and Learning". scholarworks.iu.edu. Retrieved 2022-04-05.
^"Journal on Excellence in College Teaching". JECT homepage. Retrieved 22 May 2019.
^"Teaching & Learning Inquiry". TLI homepage. Retrieved 22 May 2019.
Bibliography
Bass, R. 1999. "The scholarship of teaching: What is the problem?" Creative Thinking about Learning and Teaching 1(1). online – online
Huber, M.T., and P. Hutchings. 2005. "Surveying the scholarship of teaching and learning", Chap. 1, The Advancement of Learning: Building the Teaching Commons, (ISBN0-7879-8115-X)
Hutchings, P. 2000. "Approaching the scholarship of teaching and learning" (Introduction to Opening Lines: Approaches to the Scholarship of Teaching and Learning; ISBN0-931050-68-5) online
Kreber, C. 2002. "Teaching excellence, teaching expertise, and the scholarship of teaching" Innovative Higher Educ. 27:5–23.
McKinney, K. 2004. "The scholarship of teaching and learning: Past lessons, current challenges, and future visions." To Improve the Academy 22:3–19.
National Forum for the Enhancement of Teaching and Learning in Higher Education (Ireland)
Lilly Conferences on College and University Teaching
The International Society for the Scholarship of Teaching & Learning (ISSOTL) Annual Conference
The Society for Teaching and Learning in Higher Education
January 29, 2023
scholarship, teaching, learning, scholarship, teaching, learning, sotl, sotl, often, defined, systematic, inquiry, into, student, learning, which, advances, practice, teaching, higher, education, making, inquiry, findings, public, building, this, definition, p. The scholarship of teaching and learning SOTL or SoTL is often defined as systematic inquiry into student learning which advances the practice of teaching in higher education by making inquiry findings public 1 Building on this definition Peter Felten identified 5 principles for good practice in SOTL 1 inquiry focused on student learning 2 grounded in context 3 methodologically sound 4 conducted in partnership with students 5 appropriately public 2 SOTL necessarily builds on many past traditions in higher education including classroom and program assessment action research 3 4 5 the reflective practice movement peer review of teaching traditional educational research and faculty development efforts to enhance teaching and learning As such SOTL encompasses aspects of professional development or faculty development such as how teachers can not only improve their expertise in their fields but also develop their pedagogical expertise i e how to better teach novice students in the field or enable their learning It also encompasses the study and implementation of more modern teaching methods such as active learning cooperative learning problem based learning and others SOTL scholars come from various backgrounds such as those in educational psychology and other education related fields as well as specialists in various disciplines who are interested in improving teaching and learning in their respective fields Some scholars are educational researchers or consultants affiliated with teaching and learning centers at universities Inquiry methods in SOTL include reflection and analysis interviews and focus groups questionnaires and surveys content analysis of text secondary analysis of existing data quasi experiments comparison of two sections of the same course observational research and case studies among others As with all scholarly study evidence depends not only upon the methods chosen but the relevant disciplinary standards Dissemination for impact among scholarly teachers may be local within the academic department college or university or may be in published peer reviewed form A few journals exclusively publish SOTL outputs and numerous disciplinary publications disseminate such inquiry outputs e g J Chem Educ J Natural Resour Life Sci Educ Research in the Teaching of English College English J Economic Education as well as a number of core SoTL journals and newsletters 6 Contents 1 Signature pedagogies 2 4M Framework 3 Professional societies 4 List of journals focusing on SOTL topics 5 See also 6 References 7 Bibliography 8 External linksSignature pedagogies EditSignature pedagogies are ways of learning in specific disciplines 7 8 Examples of signature pedagogies include medical residents making rounds in hospitals or pre service teachers doing a classroom based practicum as part of their teacher training The notion of signature pedagogies has expanded in recent years as scholars have examined their use in e learning 9 10 for example Some scholars contend that SoTL itself is a signature pedagogy of higher education 11 4M Framework EditIt has been suggested that the role of SoTL is evolving but there remains a need to demonstrate the impact of efforts to promote the impact of SoTL within higher education 12 The 4M framework is used in SoTL to understand complex problems relating to teaching and learning 13 The framework grew out of systems theory and has been adapted for used in educational settings The framework includes four levels through which complex problems can be studied micro individual meso departmental macro institutional and mega 14 Changes at the meso level and beyond can have the most impact over time 15 The framework has been proposed as a means to engage in strategic planning and institutional reporting of SoTL activities 16 Professional societies EditThe International Society for Exploring Teaching and Learning ISETL has as its purpose to encourage the study of instruction and principles of learning in order to implement practical effective methods of teaching and learning promote the application development and evaluation of such methods and foster the scholarship of teaching and learning among practicing post secondary educators 17 They hold a yearly conference in varying locations Their 50th annual conference was to be held in Charlotte NC in 2019 The International Society for the Scholarship of Teaching amp Learning ISSOTL was founded in 2004 by a committee of 67 scholars from several countries and serves faculty members staff and students who care about teaching and learning as serious intellectual work 18 ISSOTL has held annual conferences since 2004 attended by scholars from about a dozen nations The conferences sites include Bloomington Indiana USA 2004 Vancouver British Columbia Canada 2005 Washington DC USA 2006 Sydney Australia 2007 Edmonton Alberta Canada 2008 Bloomington Indiana USA 2009 Liverpool UK 2010 Milwaukee Wisconsin USA 2011 Hamilton Ontario Canada 2012 Raleigh North Carolina USA 2013 Quebec City Quebec Canada 2014 There are also stand alone conferences that have a long standing commitment to SOTL The Lilly Conferences are a series of conferences that occur multiple times a year and provide opportunities for the presentation of the scholarship of teaching and learning 19 Additionally The SoTL Commons Conference is an international conference that has been held since 2007 at the Georgia Southern University Center for Teaching Excellence CTE 20 List of journals focusing on SOTL topics EditThe Canadian Journal for the Scholarship of Teaching and Learning College Teaching 21 International Journal for Academic Development 22 International Journal for the Scholarship of Teaching and Learning IJ SOTL 23 International Journal for Students as Partners IJSaP 24 International Journal of Teaching and Learning in Higher Education IJTLHE 25 Journal of Effective Teaching in Higher Education Formerly Journal of Effective Teaching 26 Journal of the Scholarship of Teaching and Learning 27 Journal on Excellence in College Teaching 28 Teaching amp Learning Inquiry TLI 29 See also EditEducation research Education science National Survey of Student Engagement PedagogyReferences Edit Hutchings P amp Shulman L S 1999 The Scholarship of Teaching New Elaborations New Developments Change The Magazine of Higher Learning 31 5 10 15 doi 10 1080 00091389909604218 Felten Peter 2013 Principles of Good Practice in SoTL Teaching and Learning Inquiry The ISSOTL Journal 1 1 121 125 doi 10 20343 teachlearninqu 1 1 121 Sappington N Baker P J Gardner D amp Pacha J 2010 A signature pedagogy for leadership education Preparing principals through participatory action research Planning and Changing 41 3 4 249 273 Zambo D 2010 Action research as signature pedagogy in an education doctorate program The reality and hope Innovative Higher Education 36 4 261 271 Jacobsen D M Eaton S E Brown B Simmons M amp McDermott M 2018 Action research for graduate program improvements A response to curriculum mapping and review Canadian Journal of Higher Education 48 1 82 98 Retrieved from http journals sfu ca cjhe index php cjhe article view 188048 Archived copy www ilstu edu Archived from the original on 2 September 2006 Retrieved 14 January 2022 a href Template Cite web html title Template Cite web cite web a CS1 maint archived copy as title link Shulman L 2005 The signature pedagogies of the professions of law medicine engineering and the clergy Potential lessons for the education of teachers Proceedings of the Math Science Partnerships MSP Workshop Teacher Education for Effective Teaching and Learning Hosted by the National Research Council s Center for Education Retrieved from http www taylorprograms com images Shulman Signature Pedagogies pdf Shulman L 2005 Signature pedagogies in the professions Daedalus 134 3 52 59 Eaton S E Brown B Schroeder M Lock J amp Jacobsen M 2017 Signature pedagogies for e learning in higher education and beyond Retrieved from http hdl handle net 1880 51848 Brown B Eaton S E amp Schroeder M 2017 Signature pedagogies in online classes In A P Preciado Babb L Yeworiew amp S Sabbaghan Eds Selected Proceedings of the IDEAS Conference 2017 Leading Educational Change Conference pp 66 74 Calgary Canada Werklund School of Education University of Calgary Retrieved from https prism ucalgary ca handle 1880 52096 Felten P amp Chick N 2018 Is SoTL a signature pedagogy of educational development To Improve the Academy 37 1 4 16 Retrieved from https doi org 10 1002 tia2 20077 doi 10 1002 tia2 20077 Ellis D E 2018 Changing the lens The role of reframing in educational development To Improve the Academy 37 1 142 150 doi 10 1002 tia2 20067 Poole G amp Simmons N 2013 Contributions of the scholarship of teaching and learning to quality enhancement in Canada In R Land amp G Gordon Eds Enhancing quality in higher education international perspectives pp 278 298 London London Routledge Eaton S E 2020 Understanding Academic Integrity from a Teaching and Learning Perspective Engaging with the 4M Framework Retrieved from Calgary http hdl handle net 1880 112435 Roxa T amp Martensson K 2012 How effects from teacher training of academic teachers propagate into the meso level and beyond In E Simon amp G Pleschova Eds Teacher development in higher education Existing programs program impact and future trends pp 213 233 Routledge Miller Young J 2016 Using the Micro Meso Macro Mega 4M framework for annual reporting and strategic planning Retrieved from https sotlcanada wordpress com 2016 07 25 using the micro meso macro mega 4m framework for annual reporting and strategic planning Organization International Society for Exploring Teaching and Learning ISETL org Retrieved 22 May 2019 ISSOTL The International Society for the Scholarship of Teaching and Learning Retrieved 19 May 2019 Lilly Conference Lilly Conferences Evidence Based Teaching and Learning Retrieved 22 May 2019 SoTL Commons Conference Georgia Southern University Retrieved 22 May 2019 College Teaching College Teaching homepage Retrieved 22 May 2019 International Journal for Academic Development Taylor amp Francis Retrieved 22 May 2019 International Journal for the Scholarship of Teaching and Learning IJ SOTL homepage Retrieved 22 May 2019 International Journal for Students as Partners IJSaP homepage Retrieved 22 May 2019 International Journal of Teaching and Learning in Higher Education IJTLHE homepage Retrieved 22 May 2019 Journal of Effective Teaching in Higher Education JETHE homepage Retrieved 22 May 2019 Journal of the Scholarship of Teaching and Learning scholarworks iu edu Retrieved 2022 04 05 Journal on Excellence in College Teaching JECT homepage Retrieved 22 May 2019 Teaching amp Learning Inquiry TLI homepage Retrieved 22 May 2019 Bibliography EditBass R 1999 The scholarship of teaching What is the problem Creative Thinking about Learning and Teaching 1 1 online online Boyer E L 1990 Scholarship reconsidered Priorities of the professoriate PDF Carnegie Foundation for the Advancement of Teaching http www hadinur com paper BoyerScholarshipReconsidered pdf Huber M T and P Hutchings 2005 Surveying the scholarship of teaching and learning Chap 1 The Advancement of Learning Building the Teaching Commons ISBN 0 7879 8115 X Hutchings P 2000 Approaching the scholarship of teaching and learning Introduction to Opening Lines Approaches to the Scholarship of Teaching and Learning ISBN 0 931050 68 5 online Kreber C 2002 Teaching excellence teaching expertise and the scholarship of teaching Innovative Higher Educ 27 5 23 McKinney K 2004 The scholarship of teaching and learning Past lessons current challenges and future visions To Improve the Academy 22 3 19 Shulman L S 1999 Taking learning seriously Change July August 1999 11 17 External links EditNational Forum for the Enhancement of Teaching and Learning in Higher Education Ireland Lilly Conferences on College and University Teaching The International Society for the Scholarship of Teaching amp Learning ISSOTL Annual Conference The Society for Teaching and Learning in Higher Education Retrieved from https en wikipedia org w index php title Scholarship of teaching and learning amp oldid 1133943295, wikipedia, wiki, book, books, library,
