SoTL as Knowledge
Over the past nine months, I have been sharing information on (and perhaps encouraging faculty to consider) SoTL – the Scholarship on Teaching and Learning. I thought I might share the attached recent research on SoTL for your consideration as you begin to consider your winter quarter courses. If you are interested in learning more about creating experimental designs, data collection instruments, pre/post-assessments, identifying SoTL journals, etc., please let us know, we would be delighted to chat.
Abstract:
This study explores the Scholarship of Teaching and Learning (SoTL) as a form of troublesome knowledge (Perkins, 1999) that continues to trouble its practitioners. Forty-eight higher education professionals from six countries described their understanding of SoTL in an online survey; ten individuals participated in follow-up interviews to consider how SoTL experiences shape, support, or hinder academic identity and knowing. We categorize our findings according to the dynamic factors—personal, relational, and contextual—identified by Lieff et al (2012); we argue that SoTL serves to illuminate and expose tensions created by competing values and that these values can lead to, or create, a troublesome space wherein promoting SoTL can be enabling and disabling.
