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.
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.
Carolin Kreber & Patricia A. Cranton (2000) Exploring the scholarship of teaching. The Journal of Higher Education, 71:4, 476-495, DOI: 1080/00221546.2000.11778846
McKinney, K. (2006), Attitudinal and structural factors contributing to challenges in the work of the scholarship of teaching and learning. New Directions for Institutional Research, 2006: 37-50. doi:1002/ir.170
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:
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.
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.
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
Marylynn Steckley, Evelyn Fortin & Alexandra Minic (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
William O’Brien, Nina Doré, Kayle Campbell-Templeman, Dan Lowcay, Mohammad Derakhti (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.
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
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)