Scholarship of Teaching and Learning (SoTL)

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.

1. What is SoTL?

2. Getting Started with SoTL

3. Funding for SoTL Projects

4. Ethical Considerations for SoTL Research

5. Dissemination of SoTL Research

5.1 Podcasts

5.2 Blogs

5.3 SoTL Journals

6. Publications by Carleton’s Educators

7. Book a Consultation

What is SoTL?

The Scholarship of Teaching 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:

Researching teaching and student outcomes in post-secondary education: A guide – The Higher Education Quality Council of Ontario
SoTL Annotated literature database – managed by Dr. Nicola Simmons
Writing about learning and teaching in higher education: Creating and contributing to scholarly conversations across a range of genres. (2020). This book, written by M. Healey, K. E. Matthews, and A. Cook-Sather, A., from Elon University, is aimed at faculty, staff, and students new to and experienced in writing about learning and teaching. The book unpacks the process of writing for publication in a wide variety of genres, including empirical research articles, conceptual pieces, case studies, reflective essays, stories, and social media.

Funding for SoTL Projects

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

Ethical Considerations for SoTL Research

An instructor conducting SoTL research is faced with the unique challenge of playing a dual role as both a teacher and a researcher. It’s important to be aware of ethical considerations as you navigate this complex situation. You can refer to this SoTL ethics guide from the Taylor Institute at the University of Calgary for some guidance or visit Carleton’s Office of Research Ethics website for more information.

Dissemination of SoTL Research

Podcasts

Blogs

SoTL Journals

Publications by Carleton’s Educators

: H. A. Smith, M. A. Boyer, & D. J. Hornsby (Eds.). (2024). The Oxford handbook of international studies pedagogy. New York, NJ: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197544891.001.0001

N. K. Turner, N. Baker, D. J. Hornsby, A. Germain-Rutherford, D. Graham, & B. Wuetherick (Eds.). (2024). Online, open, and equitable education: Lessons from teaching and learning during the global pandemic. Elon University Center for Engaged Learning open access book series. https://doi.org/10.36284/celelon.oa7

Arvanitakis, J., Hornsby, D. J. (2024). The Academic Citizen Scholar. In: P. Gibbs, P., V. de Rijke, V., & A. Peterson (Eds.). The contemporary scholar in higher education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-59435-9_4

Steele, A. L. (2023). Experiential learning in engineering education. CRC Press, Taylor & Francis Group. DOI https://doi.org/10.1201/9781003007159

P. Ballamingie & D. Szanto (Eds.). (2022). Showing theory to know theory: Understanding social science concepts through illustrative vignettes. Showing Theory Press, Ottawa, ON.

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
: Bruggink, S., Dawson, J. W., & McKinnell, I. W. (2025). Isolating the effects of gamfication – design and analysis of a learning engagement app tailored to course content. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-025-09823-z

Petrovic-Dzerdz, M. (2024). Reverse engineering a multiple-choice test blueprint to improve course alignment. Collected Essays on Learning and Teaching, 15(1). https://celt.uwindsor.ca/index.php/CELT/article/view/7856

Godden, L., & Hoessler, C. (2024). (Re)designing for equity, access, and inclusion in work-integrated learning. International Journal of Work-Integrated Learning, Vol. 25, Issue 1, Special issue. https://www.ijwil.org/files/IJWIL_25_1_37_50.pdf

Audette-Longo, T. & Alexiou, C. (2024). Shifting spaces: How journalism students perceive their training through the COVIC-19 pandemic. Journalism Practice. DOI: 10.1080/17512786.2024.2313145

Carliner, S. & Chen, Y. (2024). Instructional design: A collaboration or a consultation? An example of the working relationships between instructional designers and instructors. The Journal of Applied Instructional Design, 13(1). https://dx.doi.org/10.59668/723.13045

Hellemans, K. G. C., Horn, W., Kazmierski, V., Mullally, M., & Harris, E. (2023). Developing and implementing a blended faculty teaching mentorship program: A Canadian pilot project The Canadian Journal for the Scholarship of Teaching and Learning, 14(2). https://doi.org/10.5206/cjsotlrcacea.2023.2.9344

Veras, M., Dyer, JO., Rooney, M., Baros Silva, PG., Rutherford, D., & Kairy, D. (2023). Usability and efficacy of Artificial Intelligence chatbots (ChatGPT) for health sciences students: Protocol for a crossover randomized controlled trial. JMIR Research Protocol, Vol. 12, 2023. doi: 10.2196/51873

Petrovic-Dzerdz, M., & Marini, A. (2023). Cooking the course from scratch: An Implementation guide for in-person and online faculty development workshops. Collected Essays on Learning and Teaching, 14(1). DOI: https://doi.org/10.22329/celt.v14i1.6957

Richardson, L. (2023). The effects of interactive mini-lessons on students’ educational experience. Research in Learning Technology, Vol. 31: 2900, 2023. http://dx.doi.org/10.25304/rlt.v31.2900

Steckley, M., Fortin, E., & Minic, A. (2022) Exploring representation (EDI) in Students as Partners (SaP) initiatives: a case study of equity, diversity and inclusion in the Students as Partners Program (SaPP) at Carleton University, International Journal of Inclusive Education, DOI: 10.1080/13603116.2022.2104944

O’Brien, W., Doré, N., Campbell-Templeman, K., Lowcay, D., & Derakhti, M. (2021). Living labs as an opportunity for experiential learning in building engineering education. Advanced Engineering Informatics, Volume 50, 2021, https://doi.org/10.1016/j.aei.2021.101440.

Seniuk Cicek, J., Steele, A., Gauthier, S., Mante, A. A., Wolf, P., Robinson, M., & Mattucci, S. (2021) Indigenizing engineering education in Canada: critically considered, Teaching in Higher Education, 26:7-8, 1038-1059, DOI https://doi.org/10.1080/13562517.2021.1935847

Steele, A., & Schramm, C. (2021). Situated learning perspective for online approaches to laboratory and project work. DOI https://doi.org/10.24908/pceea.vi0.14844

Naffi, N. et al. (2020). Disruption in and by centres for teaching and learning during the COVID-19 pandemic: Leading the future of higher education White Paper. August 2020. With commentary from Hornsby, D., Lyons, P., Koroluk, J., and Polovina-Vukovic, D.

Steele, A., Schramm, C., & Horn-Miller, K. (2020). Use of Indigenous Learning Bundle in engineering project course. Proceedings of the Canadian Engineering Education Association. DOI: https://doi.org/10.24908/pceea.vi0.14138

Lui, M., McEwen, R., and Mullally, M. (2020). Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring. British Journal of Educational Technology. doi:10.1111/bjet.13022

Chen, Y., & Carliner, S. (2020). A special SME : An integrative literature review of the relationship between instructional designers and faculty in the design of online courses for higher education. Performance Improvement Quarterly (PIQ), Vol. 33, Issue 3, 2020. https://doi.org/10.1002/piq.21339

Hornsby, D. J. (2020). Moving large classes online: Principles for teaching, learning and assessment. Pedagogy for Higher Education Large Classes (PHELC20) Co-located with 6th International Conference on Higher Education Advances (HEAd’20), Universitat Politècnica de València, València, 2020, DOI:10.5281/zenodo.3893426

Smith, H. A., & Hornsby, D. J. (2020). Towards a Pandemic Pedagogy: Power and politics in learning and teaching. DOI: 10.13140/RG.2.2.29280.64005

Harris, E., Frankel, L., St. Arnaud, C., & Bamber, A. (2019). Puzzling pieces: A sensory design learning tool. The Senses and Society, Vol. 14(30), pp. 351-360.

McLeod, A. (2019). Ubiquitous computing education. IEEE Pervasive Computing, Vol. 18, No. 3, pp. 59-62, 1 July-Sept. 2019.doi: 10.1109/MPRV.2019.2926655

Davidson, A., Hartwick, P. & McCarroll, J. (2019) Bridging research to practice and practice to research: ePortfolio practitioners’ perspectives. AAEEBL ePortfolio Review, Vol. 3, Issue 1.

Reynolds, C.,Ring, G., Confrey, T., Davidson, A. & Stuart, H. (2019) Building bridges: Creating connections by building our portfolios. AAEEBL ePortfolio Review, Vol. 3, Issue 2.

Osman, R. & Hornsby, D. J. (2018). Possibilities toward a socially just pedagogy: New tasks and challenges. Journal of Human Behavior in the Social Environment, 28:4, 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, No 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).

Mighty, J. (2013). One important lesson I’ve learned from my involvement in SoTL. Inaugural issue of the Teaching and Learning Inquiry.

Mighty, J. (2013). The future of university teaching: Bleak or promising? International Journal for the Scholarship of Teaching and Learning.

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)

Book a Consultation

Have any questions or would like to get support in all stages of your SoTL projects? Book a consultation with our team!

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