SoTL Overview
Teaching and learning are, in many ways, the epitome of a 'wicked problem' (often intractable, with no real end point, and far more complex than it appears on the surface). Work in the field of SoTL does not hinge on knowing all that there is to know about the complexity of the problem, however, in order to ask questions or to produce high-quality scholarship that will extend the knowledge base of the discipline. The primary goal of many faculty engaging in the scholarship of teaching and learning is simply to improve the classroom environment for students so that learning is more effective (Larsson et al. 2020).
According to a review of recent SoTL literature (Fanghanel, et al., 2016) the concept of SoTL has moved over the past 25 years from a focus on students to a focus on building communities of practice. The authors define the characteristics of SoTL as being ‘about practice development, curriculum enhancement and student learning.’
'For more than 20 years there have been growing and widely expressed concerns that teaching is not sufficiently rewarded and recognized in universities, particularly in comparison to research. Individuals, institutions and governments have each responded in different ways to promote changes in institutional systems and practices. Two of the major initiatives to raise the status of teaching have been the Scholarship of Teaching and Learning and Teaching Quality movements. These share similar goals and many concepts, but began with a different impetus. This paper reviews initiatives to increase the status of teaching through better recognition and reward of teaching in universities. Current practices and evidence of change are reviewed. The paper concludes that while there has been significant progress made to date, the ultimate symbols of recognition and reward – promotion and tenure – are proving to be elusive but not unattainable for those who focus on the Scholarship of Teaching'. -Chalmers, D. (2011) 'Progress and challenges to the recognition and reward of the Scholarship of Teaching in higher education'. Higher Education Research & Development, 30:1, 25-38, DOI: 10.1080/07294360.2011.536970
If teaching faculty are to publish scholarship of teaching and learning (SoTL) they need time to read articles, collect the data, analyse it, write, and follow up. Educational research is research. It takes time and resources. And standards for promotion and tenure need to explicitly recognize SoTL as research not just reflection on teaching.
This article presents findings that challenge the widely held conception that teaching fellowships enhance teaching excellence. Warnes, M. (2020) 'Questioning the Impact of Teaching Fellowships on Excellent Teachers'. Postdigital Science and education. DOI https://doi.org/10.1007/s42438-020-00107-6
SoTL Primer - Nancy L. Chick
Bibliography:
Amunden, C., & Wilson, M. (2012) 'Are we asking the right questions? A conceptual review of the educational development literature in higher education'. Review of Educational Research, 82(1): 90–126.
Chalmers, D. (2011) 'Progress and challenges to the recognition and reward of the Scholarship of Teaching in higher education'. Higher Education Research & Development, 30:1, 25-38, DOI: 10.1080/07294360.2011.536970
Clegg, Sue (2003) Problematising ourselves: continuing professional development in higher education, International Journal for Academic Development, 8:1-2, 37-50, DOI: 10.1080/1360144042000277928
Felten, P., Kalish, A., Pingree, A., & Plank, K. (2007) 'Toward a scholarship of teaching and learning in educational development'. In D. Robertson & L. Nilson (Eds.), To Improve the Academy: Resources for Faculty, Instructional and Organizational Development, 25 (pp. 93–108). San Francisco, CA: Jossey-Bass.
Fanghanel, J., McGowan, S., Parker, P.M., McConnell, C., Potter, J. and Locke, W. (2015) 'Literature Review Defining and supporting the Scholarship of Teaching and Learning (SoTL): a sector-wide study'. York: Higher Education Academy.
Felten, P. (2013) 'Principles of Good Practice in SoTL'. Teaching & Learning Inquiry: The ISSOTL Journal, Vol. 1, No. 1, pp. 121-125.
Healey, M. (2000) 'Developing the Scholarship of Teaching in Higher Education: A discipline-based approach'. Higher Education Research & Development, 19:2, 169-189, DOI:10.1080/072943600445637
Lea, J. (ed). (2015) Enhancing Learning and Teaching in Higher Education- Engaging with the dimensions of practice' (Book review by Marj Spiller)
Little, D. (2014) 'Reflections on the state of the scholarship of educational development'. To Improve the Academy, 33(1): 1–13.
Sorcinelli, M.D., Austin, A.E., Eddy, P.L., & Beach, A.L. (2005) Creating the future of faculty development: Learning from the past, understanding the present. San Francisco: Jossey-Bass.
Spowart, L., & Turner, R. (2020) 'The alien world of reflective practice: A non-fictional ‘tale’ of academics’ experiences of applying for Senior Fellowship'. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2020.1800503
Tierney, A. (2020) 'The scholarship of teaching and learning and pedagogic research within the disciplines: should it be included in the research excellence framework?' Studies in Higher Education, 45:1, 176-186, DOI: 10.1080/03075079.2019.1574732
Tight, M. (2018) 'Tracking the scholarship of teaching and learning', Policy Reviews in Higher Education, 2:1, 61-78, DOI: 10.1080/23322969.2017.1390690