1. What is SoTL?
  2. Getting Started with SoTL
  3. Funding for SoTL Projects
  4. SoTL Journals
  5. SoTL Action Team at Carleton
  6. Ongoing Projects by Carleton’s Educators

The Scholarship of Teaching and Learning (SoTL) is a priority at Carleton University as the practice of reflection and research-led approaches to teaching are integral to a quality educational experience for both instructors and students. If you have any questions or would like to get support in all stages of your SoTL projects, please contact us at tls@carleton.ca.

What is SoTL?

The Scholarship of Teaching and Learning has been defined in many ways. Kerber and Cranton (2000) define it as “ongoing learning about teaching and the demonstration of teaching knowledge” (p. 478), while McKinney (2006) describes it as “the systematic study of teaching and/or learning and the public sharing and review of such work through presentations, performance, or publications” (p. 39).

SoTL involves exploring teaching and learning in your own context, similarly to how you would approach research in your field of specialization. It often includes reflecting on your own practice, seeking out resources to enhance what you are doing, implementing these enhancements, assessing the outcomes, and disseminating this knowledge to others.

To learn more, watch this video produced by the Centre for Engaged Learning at Elon University.

Getting Started with SoTL

This SoTL Guide from the Vanderbilt University Center for Teaching is an excellent resource about different steps in conducting a SoTL project, such as conducting a literature review, planning the project design, identifying evidence, etc. Other resources that can help you get started include:

Funding for SoTL Projects

TLS maintains a list of internal and external teaching grants available to instructors. If you wish to pursue a grant, we can help review or revise your application.

SoTL Journals

SoTL Action Team at Carleton

Established by Carleton’s Teaching and Learning Council, the SoTL action team collects data related to SoTL activities on campus and explores the impact of SoTL activities on important metrics, such as graduation and retention rates, experiential learning, and student success.

The SoTL action team members are:

  • Martha Mullally, Department of Biology
  • Véronic Bézaire, Department of Chemistry
  • Janice Scammell, MacOdrum Library
  • Kim Hellemans, Department of Neuroscience
  • Claudia Buttera, Department of Biology
  • Dragana Polovina-Vukovic, Teaching and Learning Services

If you are interested in research on teaching, want to share ideas with your peers, or get involved in various SoTL activities on campus, please contact us at tls@carleton.ca.

Ongoing Projects by Carleton’s Educators

Books and Book Chapters

  • Hartwick, P., McCarroll, J. & Davidson, A. (2018) What is ePortfolio “done well?” A case of course level analysis. Catalyst in Action, Fall 2018
  • Steele, A. L., Haines, M. & Critchley, V. (2018) Informal learning spaces in libraries. In Exploring Informal Learning Space in the University: A Collaborative Approach (edited by G. Matthews, G. Walton)
  • R. Osman & D. J. Hornsby (Eds.) (2017) Transforming Teaching and Learning in Higher Education: Towards a Socially Just Pedagogy in a Global Context
  • J. Arvanitakis & D. J. Hornsby (Eds.) (2016). Universities, the Citizen Scholar and the Future of Higher Education
  • Arvanitakis, J. & Hornsby, D. J. (2016) Are universities redundant? In Universities, the Citizen Scholar, and the Future of Higher Education (edited by J. Arvanitakis & D. J. Hornsby)
  • D. J. Hornsby, R. Osman, & J. De Matos-Ala (Eds.) (2013) Large-class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education
  • J. C. Hughes & J. Mighty (Eds.) (2010). Taking Stock: Research on Teaching and Learning in Higher Education

Articles

  • Davidson, A., Hartwick, P. & McCarroll, J. (2019) Bridging research to practice and practice to research: ePortfolio practitioners’ perspectives. AAEEBL ePortfolio Review v3, i1.
  • Reynolds, C.,Ring, G., Confrey, T., Davidson, A. & Stuart, H. (2019) Building bridges: creating connections by building our portfolios. AAEEBL ePortfolio Review, v3, i2.
  • Osman, R. & Hornsby, D. J. (2018). Possibilities toward a socially just pedagogy: new tasks and challenges. Journal of Human Behavior in the Social Environment28:4, pp. 397-405.
  • Petrovic-Dzerdz, M. & Trépanier, A. (2018) Online hunting, gathering and sharing – a return to experiential learning in a digital age. International Review of Research in Open and Distributed Learning, Vol. 19, Number 2.
  • Steele, A. L., Schramm, C. & Ricketts, P. (2016) Evolving interest in using an informal learning space for formal teaching. The Turkish Online Journal of Educational Technology, November Special Issue, pp. 939-947.
  • Hornsby, D. J., & Osman, R. (2014). Massification in higher education: Large classes and student learning. Higher Education, vol. 67 (6), pp. 711-719.
  • Burk, R., Lyons, P., Noriega, A. & Polovina-Vukovic, D. (2013). The impact of multiple electronic learning resources on student academic performance. Higher Education Quality Council of Ontario (HEQCO).
  • Miles, C. A. & Polovina-Vukovic, D. (2012). The role of new faculty orientations in improving the effectiveness of university teaching. Higher Education Quality Council of Ontario (HEQCO)
  • Miles, C. A., Polovina-Vukovic, D., Litteljohn, D. & Marini, A. (2010) The effectiveness of the Peer-assisted Study Sessions (PASS) program in enhancing student academic success at Carleton University. Higher Education Quality Council of Ontario (HEQCO)