Everybody involved in teaching has questions about the success of their practice. We deal with some of the questions informally all the time. In other cases, we seek to formalize our enquiry by doing research, and that is what the Scholarship of Teaching and Learning (SoTL) is about.
This video features several educators defining SoTL in the context of their own professional practice.
The educators in this video above express multiple experiences about SoTL. Think about which of the experiences are similar to your own.
From this video, identify three key characteristics of SoTL that resonate with your professional experience and practice.
Open our editable Keys of SoTL Google Doc and add your name and three keys to the bottom of the document.
Compare your SoTL keys to ones listed by your colleagues. Use the Google Docs feature to add a comment to other responses that strongly align with yours.
Take a screenshot of your contribution to share as an uploaded evidence for your response to this activity. Copy your keys as well in your response and include any additional ideas you gain from the ones that your colleagues identified.
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The three key characteristics of SoTL that resonated with me are: Inquiry Practice Impact In inquiry, there must be an expertise or passion to transfer to learners the seeking of knowledge. This can begin by a question or opening the curiosity factor. In practice, this is where the teacher/faculty, use the best method of teaching more… »
Anne Pearson The three key characteristics of SOTL that resonated most with me are: Fostering Curiosity through asking ourselves and students interesting questions. Keeping our minds open to new practices, current research and diverse points of view. Emulating good habits by bringing our expertise, skills and knowledge from both the business world and academic experience more… »
Kristi Hall My three key characteristics of SOTL that stood out to me are: Asking questions – i.e. how can I further engage my students? What tools will they respond to best? Looking for answers – i.e. what will indicate their engagement to me? How will I know? Reflecting – were there any biases in more… »
I think the three keys for me really are being intentional in my enquiry (asking the right questions), building a networking of ‘equally interested in the process’ people (learning with and from them) and lastly the value of reflection. We are often celebrated for our outcomes that this often doesn’t acknowledge the path it took more… »
Inquiry – asking questions; any and all. Really digging into the “whys” of what I’m doing as an educator. I.e. are my Learning Objectives lining up with the theories I teach, with assessments, with the approaches I take in asynchronous and synchronous teaching. Reflective practice for the educator – taking time to reflect on what more… »
This activity was a great reminder for me; the reasons I love teaching and learning are rooted squarely in the inquiry and ongoing reflection and adaptation of both teaching materials and methods. I hadn’t thought of it as a research approach before. Hearing “If I teach this stuff, in this way, what will the students more… »
This was interesting. I like the concept behind this approach to teaching… to approach it from a scholarly perspective and to apply an inquiry to one’s practice.
(1 votes, average: 4.00 out of 5)
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