100:(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.,
184:
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).
178:
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;
169:
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. Changes at the meso-level and beyond can have the most impact over time. The framework has
164:
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. The 4M framework is used in SoTL to understand complex problems relating to teaching and learning. The framework grew out of
67:
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
155:
Signature pedagogies are ways of learning in specific disciplines. 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
187:
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." Additionally, The SoTL Commons
183:
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. ISSOTL has held annual
43:
by making inquiry findings public. 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.
200:
undertaken in tertiary education. It is also argued that SoTL has become too broad in definition and is conflated with non-evidenced based teaching interventions and innovations. Macfarlane claims SoTL damages the reputation of educational research, reinforcing a long-standing notion that
84:
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
179:
and foster the scholarship of teaching and learning among practicing post-secondary educators." They hold a yearly conference in varying locations. Their 50th annual conference was to be held in
Charlotte, NC in 2019.
147:
Closely related to SoTL is also the
Decoding the Disciplines approach, which aims more at making the tacit knowledge of experts explicit and helping students master mental actions.
475:
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
387:
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.
610:
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.),
361:
Sappington, N., Baker, P. J., Gardner, D., & Pacha, J. (2010). A signature pedagogy for leadership education: Preparing principals through participatory action research.
624:
581:
Poole, G., & Simmons, N. (2013). Contributions of the scholarship of teaching and learning to quality enhancement in Canada. In R. Land & G. Gordon (Eds.),
144:. This is often reflected in very subject-specific questions, and actors in this research area also often have a subject background rather than a pedagogical one.
156:
recent years, as scholars have examined their use in e-learning, for example. Some scholars contend that SoTL itself is a signature pedagogy of higher education.
473:
Shulman, L. (2005). The signature pedagogies of the professions of law, medicine, engineering, and the clergy: Potential lessons for the education of teachers.
518:
Brown, B., Eaton, S. E., & Schroeder, M. (2017). Signature pedagogies in online classes. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.),
17:
188:
Conference is an international conference that has been held since 2007 at the
Georgia Southern University Center for Teaching Excellence (CTE).
623:
Miller-Young, J. (2016). Using the Micro-Meso-Macro-Mega (4M) framework for annual reporting and strategic planning. Retrieved from
464:
Pace, D. (2017): The
Decoding the Disciplines Paradigm - Seven Steps to Increased Student Learning. Bloomington: Indiana University Press
447:
Kortemeyer, G.(2020): Physics
Education Research: a replicable model for Discipline-Based Educational Research at European universities?
434:
625:
https://sotlcanada.wordpress.com/2016/07/25/using-the-micro-meso-macro-mega-4m-framework-for-annual-reporting-and-strategic-planning/
196:
Some writers have been critical of SoTL as lacking focus and definition with a lack of clarity on the differences between SoTL and
284:
1065:
785:"Prizes, pedagogic research and teaching professors: lowering the status of teaching and learning through bifurcation"
1124:
McKinney, K. 2004. "The scholarship of teaching and learning: Past lessons, current challenges, and future visions."
1108:
1093:
404:
136:. DBER differs from the more general SoTL concept in that it is closely linked to specific subject areas, such as
92:
Inquiry methods in SOTL include reflection and analysis, interviews and focus groups, questionnaires and surveys,
374:
Zambo, D. (2010). Action research as signature pedagogy in an education doctorate program: The reality and hope.
47:
SOTL necessarily builds on many past traditions in higher education, including classroom and program assessment,
308:
Hutchings, P., & Shulman, L. S. (1999). The Scholarship of Teaching: New Elaborations, New Developments.
1183:
86:
39:) is often defined as systematic inquiry into student learning which advances the practice of teaching in
596:
Understanding Academic Integrity from a Teaching and Learning Perspective: Engaging with the 4M Framework
170:
been proposed as a means to engage in strategic planning and institutional reporting of SoTL activities.
1112:
478:
737:
1084:
Huber, M.T., and P. Hutchings. 2005. "Surveying the scholarship of teaching and learning", Chap. 1,
1159:
The International Society for the Scholarship of Teaching & Learning (ISSOTL) Annual Conference
612:
Teacher development in higher education : Existing programs, program impact, and future trends
133:
64:
784:
522:(pp. 66–74). Calgary, Canada: Werklund School of Education, University of Calgary. Retrieved from
738:"The scholarship of teaching and learning (SoTL): the thorn in the flesh of educational research"
392:
1079:
81:
77:
534:
Felten, P., & Chick, N. (2018). Is SoTL a signature pedagogy of educational development?
1117:
Kreber, C. 2002. "Teaching excellence, teaching expertise, and the scholarship of teaching"
1099:
Hutchings, P. 2000. "Approaching the scholarship of teaching and learning" (Introduction to
197:
129:
73:
561:
Ellis, D. E. (2018). Changing the lens: The role of reframing in educational development.
8:
1149:
National Forum for the Enhancement of Teaching and Learning in Higher Education (Ireland)
711:
60:
52:
980:
520:
Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference
812:
765:
274:
880:
1178:
1104:
1089:
804:
769:
757:
428:
279:
816:
347:
330:
796:
749:
566:
546:
539:
342:
313:
216:
97:
93:
40:
753:
855:
800:
69:
48:
201:
educational research is of lower status compared to discipline-based research.
166:
63:
efforts to enhance teaching and learning. As such, SOTL encompasses aspects of
523:
317:
1172:
808:
761:
502:
Eaton, S. E., Brown, B., Schroeder, M., Lock, J., & Jacobsen, M. (2017).
80:, and others. SOTL scholars come from various backgrounds, such as those in
1071:
1057:
412:
1131:
830:
141:
56:
930:
637:"Organization-International Society for Exploring Teaching and Learning"
570:
550:
543:
666:
The International Society for the Scholarship of Teaching and Learning
1101:
Opening Lines: Approaches to the Scholarship of Teaching and Learning
905:
479:
http://www.taylorprograms.com/images/Shulman_Signature_Pedagogies.pdf
955:
931:"International Journal of Teaching and Learning in Higher Education"
881:"International Journal for the Scholarship of Teaching and Learning"
686:
599:
507:
289:
504:
Signature pedagogies for e-learning in higher education and beyond
240:
International Journal of Teaching and Learning in Higher Education
228:
International Journal for the Scholarship of Teaching and Learning
1148:
636:
211:
The Canadian Journal for the Scholarship of Teaching and Learning
137:
1004:
583:
Enhancing quality in higher education international perspectives
1153:
393:
http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/188048
120:), as well as a number of core SoTL journals and newsletters.
1080:
http://www.hadinur.com/paper/BoyerScholarshipReconsidered.pdf
489:
Shulman, L. (2005). Signature pedagogies in the professions.
1078:(PDF), Carnegie Foundation for the Advancement of Teaching
204:
1086:
The Advancement of Learning: Building the Teaching Commons
1076:
Scholarship reconsidered: Priorities of the professoriate.
1060:
1999. "The scholarship of teaching: What is the problem?"
1029:
661:
1164:
The Society for Teaching and Learning in Higher Education
1158:
1163:
691:
Lilly Conferences:Evidence-Based Teaching and Learning
981:"Journal of the Scholarship of Teaching and Learning"
1154:
Lilly Conferences on College and University Teaching
191:
956:"Journal of Effective Teaching in Higher Education"
252:
Journal of the Scholarship of Teaching and Learning
59:of teaching, traditional educational research, and
335:Teaching and Learning Inquiry: The ISSOTL Journal
246:Journal of Effective Teaching in Higher Education
1170:
906:"International Journal for Students as Partners"
856:"International Journal for Academic Development"
585:(pp. 278-298). London: London : Routledge.
234:International Journal for Students as Partners
223:International Journal for Academic Development
96:of text, secondary analysis of existing data,
1062:Creative Thinking about Learning and Teaching
735:
736:Canning, John; Masika, Rachel (2022-06-03).
1005:"Journal on Excellence in College Teaching"
524:https://prism.ucalgary.ca/handle/1880/52096
310:Change: The Magazine of Higher Learning, 31
782:
346:
257:Journal on Excellence in College Teaching
173:
389:Canadian Journal of Higher Education, 48
248:(Formerly Journal of Effective Teaching)
205:List of journals focusing on SOTL topics
150:
14:
1171:
433:: CS1 maint: archived copy as title (
328:
331:"Principles of Good Practice in SoTL"
285:National Survey of Student Engagement
130:Discipline-Based Educational Research
123:
29:scholarship of teaching and learning
18:Scholarship of Teaching and Learning
110:Research in the Teaching of English
24:
1134:1999. "Taking learning seriously"
106:J. Natural Resour. Life Sci. Educ.
25:
1195:
1142:
1030:"Teaching & Learning Inquiry"
600:http://hdl.handle.net/1880/112435
449:ETH Learning and Teaching Journal
192:Criticism and limitations of SoTL
508:http://hdl.handle.net/1880/51848
1051:
1022:
997:
973:
948:
923:
898:
873:
848:
823:
776:
729:
704:
679:
654:
629:
617:
604:
588:
575:
555:
528:
512:
496:
483:
376:Innovative Higher Education, 36
348:10.20343/teachlearninqu.1.1.121
262:Teaching & Learning Inquiry
159:
467:
458:
441:
397:
381:
368:
355:
322:
302:
13:
1:
754:10.1080/03075079.2020.1836485
295:
87:teaching and learning centers
801:10.1080/13562517.2011.530756
789:Teaching in Higher Education
7:
742:Studies in Higher Education
716:Georgia Southern University
391:(1), 82–98. Retrieved from
268:
10:
1200:
783:Macfarlane, Bruce (2011).
598:. Retrieved from Calgary:
563:To Improve the Academy, 37
538:(1), 4–16. Retrieved from
536:To Improve the Academy, 37
835:College Teaching homepage
712:"SoTL Commons Conference"
614:(pp. 213-233): Routledge.
363:Planning and Changing, 41
318:10.1080/00091389909604218
134:Decoding the Disciplines
65:professional development
1138:July/August 1999:11–17.
1119:Innovative Higher Educ.
1126:To Improve the Academy
329:Felten, Peter (2013).
174:Professional societies
82:educational psychology
78:problem based learning
594:Eaton, S. E. (2020).
118:J. Economic Education
860:Taylor & Francis
198:Educational Research
151:Signature pedagogies
128:Related to SoTL are
74:cooperative learning
1184:Education by method
985:scholarworks.iu.edu
415:on 2 September 2006
61:faculty development
53:reflective practice
831:"College Teaching"
687:"Lilly Conference"
571:10.1002/tia2.20067
551:10.1002/tia2.20077
544:10.1002/tia2.20077
275:Education research
124:Related frameworks
506:. Retrieved from
477:. Retrieved from
280:Education science
98:quasi-experiments
89:at universities.
68:methods, such as
16:(Redirected from
1191:
1045:
1044:
1042:
1040:
1026:
1020:
1019:
1017:
1015:
1001:
995:
994:
992:
991:
977:
971:
970:
968:
966:
952:
946:
945:
943:
941:
927:
921:
920:
918:
916:
902:
896:
895:
893:
891:
885:IJ-SOTL homepage
877:
871:
870:
868:
866:
852:
846:
845:
843:
841:
827:
821:
820:
780:
774:
773:
748:(6): 1084–1096.
733:
727:
726:
724:
722:
708:
702:
701:
699:
697:
683:
677:
676:
674:
672:
658:
652:
651:
649:
647:
633:
627:
621:
615:
608:
602:
592:
586:
579:
573:
559:
553:
532:
526:
516:
510:
500:
494:
487:
481:
471:
465:
462:
456:
445:
439:
438:
432:
424:
422:
420:
411:. Archived from
401:
395:
385:
379:
372:
366:
359:
353:
352:
350:
326:
320:
306:
217:College Teaching
94:content analysis
41:higher education
21:
1199:
1198:
1194:
1193:
1192:
1190:
1189:
1188:
1169:
1168:
1145:
1054:
1049:
1048:
1038:
1036:
1028:
1027:
1023:
1013:
1011:
1003:
1002:
998:
989:
987:
979:
978:
974:
964:
962:
954:
953:
949:
939:
937:
935:IJTLHE homepage
929:
928:
924:
914:
912:
904:
903:
899:
889:
887:
879:
878:
874:
864:
862:
854:
853:
849:
839:
837:
829:
828:
824:
781:
777:
734:
730:
720:
718:
710:
709:
705:
695:
693:
685:
684:
680:
670:
668:
660:
659:
655:
645:
643:
635:
634:
630:
622:
618:
609:
605:
593:
589:
580:
576:
560:
556:
533:
529:
517:
513:
501:
497:
488:
484:
472:
468:
463:
459:
446:
442:
426:
425:
418:
416:
405:"Archived copy"
403:
402:
398:
386:
382:
373:
369:
365:(3/4), 249–273.
360:
356:
327:
323:
307:
303:
298:
271:
207:
194:
182:
176:
162:
153:
126:
114:College English
70:active learning
49:action research
23:
22:
15:
12:
11:
5:
1197:
1187:
1186:
1181:
1167:
1166:
1161:
1156:
1151:
1144:
1143:External links
1141:
1140:
1139:
1129:
1122:
1115:
1097:
1082:
1069:
1053:
1050:
1047:
1046:
1021:
996:
972:
960:JETHE homepage
947:
922:
910:IJSaP homepage
897:
872:
847:
822:
795:(1): 127–130.
775:
728:
703:
678:
653:
628:
616:
603:
587:
574:
565:(1), 142-150.
554:
527:
511:
495:
482:
466:
457:
440:
396:
380:
367:
354:
341:(1): 121–125.
321:
300:
299:
297:
294:
293:
292:
287:
282:
277:
270:
267:
266:
265:
259:
254:
249:
243:
237:
231:
225:
220:
213:
206:
203:
193:
190:
175:
172:
167:systems theory
161:
158:
152:
149:
125:
122:
102:J. Chem. Educ.
9:
6:
4:
3:
2:
1196:
1185:
1182:
1180:
1177:
1176:
1174:
1165:
1162:
1160:
1157:
1155:
1152:
1150:
1147:
1146:
1137:
1133:
1132:Shulman, L.S.
1130:
1127:
1123:
1120:
1116:
1114:
1110:
1109:0-931050-68-5
1106:
1102:
1098:
1095:
1094:0-7879-8115-X
1091:
1087:
1083:
1081:
1077:
1073:
1070:
1067:
1063:
1059:
1056:
1055:
1035:
1031:
1025:
1010:
1009:JECT homepage
1006:
1000:
986:
982:
976:
961:
957:
951:
936:
932:
926:
911:
907:
901:
886:
882:
876:
861:
857:
851:
836:
832:
826:
818:
814:
810:
806:
802:
798:
794:
790:
786:
779:
771:
767:
763:
759:
755:
751:
747:
743:
739:
732:
717:
713:
707:
692:
688:
682:
667:
663:
657:
642:
638:
632:
626:
620:
613:
607:
601:
597:
591:
584:
578:
572:
568:
564:
558:
552:
548:
545:
541:
537:
531:
525:
521:
515:
509:
505:
499:
492:
491:Daedalus, 134
486:
480:
476:
470:
461:
454:
450:
444:
436:
430:
414:
410:
409:www.ilstu.edu
406:
400:
394:
390:
384:
378:(4), 261–271.
377:
371:
364:
358:
349:
344:
340:
336:
332:
325:
319:
315:
311:
305:
301:
291:
288:
286:
283:
281:
278:
276:
273:
272:
263:
260:
258:
255:
253:
250:
247:
244:
241:
238:
235:
232:
229:
226:
224:
221:
219:
218:
214:
212:
209:
208:
202:
199:
189:
185:
180:
171:
168:
157:
148:
145:
143:
139:
135:
131:
121:
119:
115:
111:
107:
103:
99:
95:
90:
88:
83:
79:
75:
71:
66:
62:
58:
54:
50:
45:
42:
38:
34:
30:
19:
1135:
1125:
1118:
1100:
1085:
1075:
1072:Boyer, E. L.
1061:
1052:Bibliography
1037:. Retrieved
1034:TLI homepage
1033:
1024:
1012:. Retrieved
1008:
999:
988:. Retrieved
984:
975:
963:. Retrieved
959:
950:
938:. Retrieved
934:
925:
913:. Retrieved
909:
900:
888:. Retrieved
884:
875:
863:. Retrieved
859:
850:
838:. Retrieved
834:
825:
792:
788:
778:
745:
741:
731:
719:. Retrieved
715:
706:
694:. Retrieved
690:
681:
669:. Retrieved
665:
656:
644:. Retrieved
640:
631:
619:
611:
606:
595:
590:
582:
577:
562:
557:
535:
530:
519:
514:
503:
498:
490:
485:
474:
469:
460:
455:(1), 137–146
452:
448:
443:
417:. Retrieved
413:the original
408:
399:
388:
383:
375:
370:
362:
357:
338:
334:
324:
312:(5), 10–15.
309:
304:
261:
256:
251:
245:
239:
233:
227:
222:
215:
210:
195:
186:
181:
177:
163:
160:4M Framework
154:
146:
127:
117:
113:
109:
105:
101:
91:
46:
36:
32:
28:
26:
493:(3), 52–59.
142:mathematics
132:(DBER) and
57:peer review
1173:Categories
990:2022-04-05
419:14 January
296:References
55:movement,
809:1356-2517
770:224970184
762:0307-5079
641:ISETL.org
230:(IJ-SOTL)
1179:Teaching
1128:22:3–19.
1121:27:5–23.
1074:(1990),
1068:– online
1058:Bass, R.
817:54903114
662:"ISSOTL"
429:cite web
290:Pedagogy
269:See also
242:(IJTLHE)
236:(IJSaP)
138:physics
1136:Change
1113:online
1107:
1092:
1066:online
1064:1(1).
1039:22 May
1014:22 May
965:22 May
940:22 May
915:22 May
890:22 May
865:22 May
840:22 May
815:
807:
768:
760:
721:22 May
696:22 May
671:19 May
646:22 May
51:, the
813:S2CID
766:S2CID
264:(TLI)
1105:ISBN
1090:ISBN
1041:2019
1016:2019
967:2019
942:2019
917:2019
892:2019
867:2019
842:2019
805:ISSN
758:ISSN
723:2019
698:2019
673:2019
648:2019
435:link
421:2022
37:SoTL
33:SOTL
27:The
1111:)
1088:, (
797:doi
750:doi
567:doi
547:doi
540:doi
343:doi
314:doi
140:or
35:or
1175::
1103:;
1032:.
1007:.
983:.
958:.
933:.
908:.
883:.
858:.
833:.
811:.
803:.
793:16
791:.
787:.
764:.
756:.
746:47
744:.
740:.
714:.
689:.
664:.
639:.
451:,
431:}}
427:{{
407:.
337:.
333:.
116:,
112:,
108:,
104:,
76:,
72:,
1096:)
1043:.
1018:.
993:.
969:.
944:.
919:.
894:.
869:.
844:.
819:.
799::
772:.
752::
725:.
700:.
675:.
650:.
569::
549::
542::
453:2
437:)
423:.
351:.
345::
339:1
316::
31:(
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.