Understanding The Scholarship Of Teaching And Learning (SoTL): A Guide To Evidence-Based Education
The Scholarship of Teaching and Learning, commonly referred to as SoTL, represents a transformative movement within higher education that bridges the gap between traditional teaching practices and rigorous academic inquiry. Unlike scholarly teaching, which focuses on the act of teaching itself, SoTL involves faculty members systematically investigating their own classroom practices, documenting the results, and sharing those findings with the broader academic community to enhance student learning outcomes.
At its core, SoTL asks educators to treat their classrooms as laboratories. By applying the same systematic, evidence-based approach used in disciplinary research to the act of teaching, educators can transition from intuitive instruction to intentional, data-driven pedagogy. This shift not only benefits students by creating more effective learning environments but also validates teaching as a legitimate form of intellectual labor within the university hierarchy.
The Evolution and Historical Context of SoTL
The conceptual framework for SoTL gained significant traction in the 1990s, largely spurred by Ernest Boyer’s landmark 1990 report, "Scholarship Reconsidered: Priorities of the Professoriate." Boyer challenged the narrow definition of scholarship that privileged traditional research and publication over teaching and service. He argued for a broader vision, suggesting that "the scholarship of teaching" should be recognized as a distinct and rigorous academic endeavor that is just as vital as the scholarship of discovery.
Following Boyer’s call, institutions began institutionalizing SoTL through centers for teaching and learning, grant opportunities, and disciplinary journals. The movement evolved from a niche pedagogical interest into a global phenomenon. It gained momentum through organizations like the International Society for the Scholarship of Teaching and Learning (ISSOTL), which promotes cross-disciplinary dialogue and methodological rigor in studying student learning.
Today, SoTL is characterized by its diversity. It spans every academic discipline, from the hard sciences to the humanities, and employs a wide range of methodologies, including quantitative surveys, qualitative interviews, case studies, and action research. This diversity is its strength, allowing for a multifaceted understanding of how students learn within specific disciplinary contexts.
The Four Pillars of Effective SoTL Practice
Engaging in SoTL requires more than just reflecting on a lecture. It demands a systematic process that mirrors the rigor of disciplinary research. The practice generally follows a cycle of inquiry that involves identifying a problem, planning an intervention, collecting evidence, and iterating based on data.
The first pillar is question formulation. Effective SoTL projects start with a clear, researchable question about student learning rather than teaching preferences. For example, instead of asking, "Did the students like my new PowerPoint presentation?" an SoTL practitioner asks, "How does the use of low-stakes, formative quizzes impact student retention of core concepts in a large-enrollment lecture?"
The second pillar is methodological rigor. Once the question is set, the educator must select appropriate tools for data collection. This often involves Institutional Review Board (IRB) approval, as the study involves human subjects. Whether utilizing pre- and post-tests, focus groups, or artifact analysis, the methodology must be transparent, ethical, and aligned with the pedagogical goal.
Finally, the third and fourth pillars are peer review and dissemination. Knowledge gained in the classroom is only truly scholarly if it is made public. Through conference presentations, journal articles, or institutional workshops, SoTL practitioners participate in a community of practice, allowing their findings to be critiqued, built upon, and replicated by colleagues across the globe.
ORI Scholarship of Teaching and Learning Handbook by Humber Research ...
Methodological Approaches: A Comparison
The choice of methodology in SoTL often depends on the specific discipline and the nature of the learning problem being investigated. Below is a comparison of common research paradigms used in SoTL.
| Methodology | Best Used For | Primary Data Type | Strengths |
|---|---|---|---|
| Quantitative | Large class outcomes | Numerical (Test scores, GPA) | Statistical significance, generalizability |
| Qualitative | Understanding student experience | Descriptive (Interviews, journals) | Deep insight into student motivation |
| Action Research | Immediate classroom improvement | Reflective (Observations, cycles) | Highly practical, context-specific |
| Mixed Methods | Holistic analysis | Combined (Survey + Interviews) | Comprehensive view of impact |
The quantitative approach is favored in fields like STEM, where measurable performance metrics are the standard. Conversely, the humanities often gravitate toward qualitative methods to unpack complex intellectual development. Regardless of the method, the goal remains the same: to produce actionable data that improves the student experience.
Pros and Cons of Implementing SoTL in Your Classroom
Adopting an SoTL approach is a significant commitment. While the benefits are profound, educators must weigh them against the time and effort required to conduct high-quality research alongside heavy teaching and service loads.
Pros:
- Student Success: Direct evidence shows that SoTL-informed classrooms lead to higher engagement and better learning outcomes.
- Professional Growth: It pushes educators to stay current with pedagogical research and improves their own reflective practices.
- Institutional Recognition: It provides concrete evidence of teaching excellence for tenure and promotion dossiers.
- Community Building: It creates networks with colleagues outside of one's immediate department.
Cons:
- Time Intensive: The process of data collection, analysis, and ethical review adds a heavy workload to a faculty member’s schedule.
- Methodological Challenges: Faculty trained in their discipline (e.g., Biology) may not have formal training in educational research or statistics.
- Institutional Barriers: Some institutions may still prioritize traditional research output over teaching scholarship when making personnel decisions.
How to Get Started: A Practical Process
Transitioning into an SoTL practitioner does not need to be an overwhelming endeavor. Start small and focus on a specific, manageable area of your teaching.
- Identify the "Why": What aspect of student learning consistently frustrates you? Is there a concept students always misunderstand? That is your starting point.
- Review Existing Literature: Check the literature to see if someone else has already addressed this. You don't have to reinvent the wheel; you can adapt existing strategies to your specific student population.
- Draft a Simple Research Design: Keep it simple. If you are starting out, perhaps compare two sections of the same course using different instructional techniques.
- Seek Institutional Support: Reach out to your university's Center for Teaching and Learning (CTL). They often provide seed grants, IRB guidance, and peer mentors to help you navigate the process.
- Document and Share: Keep a teaching journal throughout the semester. Once the semester ends, analyze your data and write up your findings as a short case study or internal report.
Frequently Asked Questions
What is the difference between scholarly teaching and SoTL?
Scholarly teaching is an attitude; it involves staying current with your field and applying best practices. SoTL is an activity; it involves systematic, public, and peer-reviewed research about those practices.
Does SoTL require IRB approval?
Usually, yes. If you plan to present or publish your findings, you must determine if your study constitutes "research with human subjects." Always consult your Institutional Review Board early in the planning process.
Can SoTL be used for tenure and promotion?
Increasingly, yes. As universities place more weight on evidence-based teaching, SoTL projects serve as powerful, objective evidence of an educator's commitment to student learning and academic rigor.
Is SoTL only for social sciences?
Absolutely not. Some of the most prolific SoTL research originates from the physical sciences, engineering, and mathematics, where faculty investigate how students solve complex problems or navigate technical concepts.
How do I find SoTL journals for my discipline?
Look for publications dedicated to your field’s education (e.g., Journal of College Science Teaching or Journal of Political Science Education) or general SoTL journals like Teaching & Learning Inquiry.
What if my results show that my intervention didn't work?
In SoTL, a "failed" intervention is still a valuable result. Documenting why an approach didn't work and analyzing the barriers is a critical part of the scholarly process and is highly respected in the community.
Call to Action: Ready to transform your classroom into a site of scholarly inquiry? Contact your university’s Center for Teaching and Learning today to schedule a consultation. Join the growing community of educators who are not just teaching, but advancing the science of learning.
