Scholarship of Teaching and Learning (SoTL)
The Scholarship of Teaching and Learning (SoTL) program at
Butler brings faculty together from across the campus in
substantive conversation about teaching, pedagogy, and student
learning. The program embraces the definition of SoTL that views
teaching as an appropriate and rich site of scholarly
"Though good teaching has been
defined and operationalized in many ways (e.g., student
satisfaction ratings, peer observation judgments, self-reflective
portfolios), good teaching is that which promotes student learning
and other desired student outcomes. Good teaching will support
department, college, and institutional missions and objectives.
Decades of SoTL and other educational research provide us with a
great deal of information on the practices that help promote
learning (e.g. Astin, 1993; Chickering & Gamson, 1987;
Pascarella & Terenzini, 1991).
Scholarly teaching involves taking a
scholarly approach to teaching just as we would take a scholarly
approach to other areas of knowledge and practice. Scholarly
teachers view teaching as a profession and the knowledge base on
teaching and learning as a second discipline in which to develop
expertise. Thus, scholarly teachers do things such as reflect on
their teaching, use classroom assessment techniques, discuss
teaching issues with colleagues, try new things, and read and apply
the literature on teaching and learning in their discipline and,
perhaps, more generally. Scholarly teaching is closely linked to
reflective practice (e.g. Brookfield, 1995; Schön, 1983). This
conception of scholarly teaching is related to what Boyer (1990)
labeled the scholarship of teaching.
The scholarship of teaching and
learning goes beyond scholarly teaching and involves systematic
study of teaching and/or learning and the public sharing and review
of such work through presentations, publications or performances.
"Study" is broadly defined, given disciplinary differences in
epistemology and the need for interdisciplinary SoTL. SoTL, then,
shares established criteria of scholarship in general, such as that
it is made public, can be reviewed critically by members of the
appropriate community, and can be built upon by others to advance
the field (Shulman, 2001). SoTL focuses on teaching and learning at
the college level, and is primarily classroom and disciplinary
based. Ideally, SoTL also involves application and use."
- McKinney, K. (2004). The
scholarship of teaching and learning: Past lessons, current
challenges, and future visions. In C. Wehlburg & S.
Chadwick-Blossey (Eds.), To improve the academy: Vol. 22.
Resources for faculty, instructional, and organizational
development (pp. 3-19). Bolton, MA: Anker.
For more information about the Scholarship of Teaching and
Learning at Butler University, please contact SoTL Coordinator,
LuAnne McNulty (firstname.lastname@example.org)