The Scholarship of Teaching and Learning (SoTL) involves research into teaching and learning within higher education. It encompasses a variety of topics, from discipline-specific teaching methods to broader subjects like assessment innovation, integrating AI into student learning, or evaluating educational initiatives. SoTL projects span numerous educational areas, including curriculum design, teacher skill enhancement, and the use of technology in education.
A key aspect of SoTL is its contribution to enhancing our understanding of teaching practices. Sharing this research is essential, typically through scholarly articles in academic journals or presentations at conferences. SoTL findings can also be communicated in educational community forums, teaching and learning seminars at schools or colleges, or through public platforms such as The Conversation.
At RMIT, educators are encouraged to practice scholarly teaching, reflect critically on their methods, and advance their academic development. This doesn’t always mean they must undertake a SoTL project. However, for those interested in delving deeper into SoTL, this library guide offers a collection of resources to support their interest and provides some resources to initiate their own SoTL project.
SoTL is an initiative in higher education that emphasises the importance of teaching as a scholarly endeavour. SoTL involves a rigorous inquiry into student learning, which is informed by prior scholarship and aims to enhance educational practices. Felten’s (2013) Principles of good practice in SoTL, outlined five key principles of good practice for the Scholarship of Teaching and Learning that are applicable today:
Inquiry into Student Learning: SoTL begins with a question or problem about student learning. Educators conduct research to understand the depth and breadth of learning, seeking to improve educational outcomes.
Grounded in Context: SoTL acknowledges that teaching and learning do not occur in a vacuum. It is context-specific, considering the unique environment, discipline, and student demographics.
Methodologically Sound: SoTL research employs rigorous methodologies. Whether qualitative, quantitative, or mixed-methods, the approach is systematic and replicable, ensuring the validity and reliability of findings.
Conducted in Partnership with Students: SoTL recognises students as co-inquirers in the learning process. This partnership can take many forms, from students as research subjects to collaborators in the design and execution of studies.
Appropriately Public: Sharing findings with the broader community is a hallmark of SoTL. Dissemination occurs through publications, presentations, and discussions, contributing to the collective knowledge base of effective teaching and learning strategies.
SoTL is characterised by its dual focus on the improvement of teaching practices and the advancement of our understanding of learning processes. It values the experiences and insights of both educators and students, aiming to create a more effective and inclusive learning environment. By engaging in SoTL, educators demonstrate a commitment to the continuous improvement of teaching and the enhancement of student learning outcomes.
Felten, P. (2013). Principles of good practice in SoTL. Teaching & Learning Inquiry, 1(1), 121-125. https://doi.org/10.2979/teachlearninqu.1.1.121
Complete the Higher Education Research and Development Society of Australasia (HERDSA) series of modules to further familiarise yourself with the concept, aims, and process of Scholarship of Teaching and Learning (SoTL). Undertake five expert-led modules that offer valuable guidance on conceptualising a SoTL project and publishing your findings.
Login and password details for the HERDSA modules are available for RMIT Staff from the Scholarship of Teaching and Learning Guidance page on the RMIT Educator Resource Hub.
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