The Scholarship Of Teaching: Transforming Higher Education Through Evidence-Based Practice

The scholarship of teaching and learning (SoTL) represents a paradigm shift in how academic institutions view the relationship between research and instruction. Moving beyond the traditional binary of "teaching vs. research," SoTL posits that the act of teaching itself is a form of scholarly activity that requires systematic inquiry, reflection, and peer-reviewed dissemination. Educators who embrace this approach treat their classrooms as laboratories, collecting empirical evidence to understand how students learn and iterating their pedagogical strategies based on that data.

At its core, SoTL is about moving from "teaching as a private activity" to "teaching as a public, community-driven endeavor." By applying the same rigorous standards of investigation to classroom dynamics as one would to a laboratory experiment, faculty members can transition from anecdotal teaching methods to evidence-based practices that measurably improve student outcomes, engagement, and retention.

Historical Context and Theoretical Frameworks

The modern concept of the scholarship of teaching finds its roots in Ernest Boyer’s 1990 seminal work, Scholarship Reconsidered. Boyer argued that the academic profession had become too narrowly focused on "discovery" (original research) at the expense of other vital functions. He proposed a broader definition of scholarship that included four distinct yet overlapping pillars: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching.

Boyer’s intervention was revolutionary because it challenged the tenure and promotion structures of universities. By elevating the scholarship of teaching to the same level as traditional disciplinary research, he provided a theoretical basis for institutional change. This framework encourages faculty to synthesize knowledge across disciplines, apply theoretical concepts to real-world problems, and, most importantly, rigorously evaluate the effectiveness of their instructional interventions.

Building on Boyer’s work, later scholars like Lee Shulman expanded the definition to emphasize "pedagogical content knowledge." Shulman argued that the scholarship of teaching involves more than just good communication skills; it requires a deep understanding of how specific subjects are organized, represented, and adapted to the diverse interests and abilities of learners. Today, SoTL is grounded in social constructivist theories, where the student is an active participant in the knowledge-building process, supported by faculty who are constantly refining their methodologies based on assessment data.

The Systematic Process: How to Conduct SoTL Research

Engaging in the scholarship of teaching requires a disciplined, cyclical process that mirrors traditional academic research. It is not merely about trying a new activity in class; it is about documenting the impact of that activity through measurable metrics. The process typically begins with identifying a specific pedagogical problem—such as high attrition in an introductory course or a lack of deep critical thinking in student essays.

Once a problem is identified, the instructor must conduct a thorough literature review to see how others in their field have addressed similar challenges. This prevents "reinventing the wheel" and grounds the project in existing pedagogical theory. After setting clear learning objectives and choosing a pedagogical intervention, the instructor must obtain institutional review board (IRB) approval if the data collected will involve human subjects and lead to public dissemination.

The final stage of the process involves the rigorous analysis of data—which might include pre- and post-test scores, qualitative survey responses, or analysis of student portfolios—followed by peer review. Sharing findings through journals, conferences, or departmental workshops completes the cycle, allowing other educators to adapt the intervention to their own contexts. This public nature of SoTL is what distinguishes it from simple reflection; it contributes to a shared knowledge base for the entire higher education community.

Comparison: Traditional Teaching vs. SoTL-Informed Teaching

To understand the impact of the scholarship of teaching, it is necessary to compare it against the conventional models that have dominated academia for decades.

As illustrated in the table, the shift to SoTL requires a fundamental change in mindset. While traditional teaching often relies on "what worked in the past," SoTL encourages constant reassessment. This systematic approach allows for more agile responses to the changing demographics of the student body and advancements in educational technology.

Challenges and Considerations for Faculty

Despite the benefits, practitioners of the scholarship of teaching often face significant institutional hurdles. The most common challenge is the lack of explicit recognition in tenure and promotion guidelines. Even in institutions that pay lip service to the importance of teaching, the heavy emphasis on traditional research outputs (publications in disciplinary journals, grant acquisition) can discourage faculty from investing the time required to conduct high-quality SoTL research.

Furthermore, there is the technical challenge of methodological rigor. Many disciplinary faculty members are experts in their fields—such as chemistry, history, or engineering—but lack formal training in educational research methods. This can lead to flawed studies that fail to yield meaningful results. To succeed, institutions must offer faculty development programs that provide training in quantitative and qualitative assessment, ethics, and research design.

Finally, there is the issue of scalability. A pedagogical intervention that works in a small seminar of fifteen students may not be replicable in a lecture hall of three hundred. Practitioners must balance their desire for innovative instructional design with the practical constraints of their specific teaching environments, ensuring that the time spent on SoTL research does not inadvertently detract from the core mission of student support.

FAQ

What is the primary goal of the scholarship of teaching? The primary goal is to improve student learning by treating teaching as a serious intellectual activity that involves evidence-based inquiry, reflection, and public sharing of results.

Do I need a background in education to participate in SoTL? No, you do not need an education degree. Most SoTL practitioners are subject-matter experts who apply their disciplinary research skills to their own classroom environments.

Is IRB approval necessary for SoTL projects? If you plan to publish your findings as research, most institutions require IRB approval to ensure that student privacy is protected and the data collection process is ethical.

How does SoTL differ from traditional teacher evaluation? Traditional evaluation is usually administrative and performance-based (e.g., student ratings). SoTL is faculty-led, inquiry-based, and focused on pedagogical improvement rather than personnel management.

What are the best venues for publishing SoTL work? There are specialized journals such as the International Journal for the Scholarship of Teaching and Learning (IJSoTL) as well as discipline-specific journals that now feature sections dedicated to pedagogical research.

Get Started with SoTL Today

The journey toward excellence in the scholarship of teaching begins with a single question about your students’ learning experience. If you are ready to move from anecdotal teaching to evidence-based instruction, start by documenting one specific challenge in your course and reviewing the existing literature on that topic. Connect with your institution's center for teaching and learning to find peers who can support your research design and help you navigate the path toward peer-reviewed publication. Transform your classroom into a catalyst for academic innovation today.