Scholarship of Teaching and Learning (SoTL)

SoTL is scholarship consisting of a carefully planned examination of the teaching process and learning experiences in relation to student learning in a particular course or program. Five important elements of SoTL include: vision, design, interactions, outcomes, and analysis.

Evidence Base for SoTL:

Articles and Websites

Cottrell, Scott A. and Elizabeth A. Jones. “Researching the Scholarship of Teaching and Learning: An Analysis of Current Curriculum Practices.” Innovative Higher Education 27.3 (2003): 169-181. This article reviews case studies of instructors who approach teaching as an investigative process, and provides an analysis of how instructors are exploring the impact of course design on student learning and development.

Daniel, David B. “Scholarship in Teaching and Learning: an Interview with John Mitterer.” Teaching of Psychology 36.1 (2009): 65-69. An interview with a cognitive psychologist who has worked extensively to forge reciprocal links between cognitive-developmental psychology and teaching practices and pedagogy.

Dowd, Alicia C. Data Don’t Drive: Building a Practitioner-Driven Culture of Inquiry to Assess Community College Performance. Indianapolis: Lumina Foundation for Education, 2005. This report reviews benchmarking practices in use at community colleges, & encourages a culture of inquiry where practitioners move to center stage in the task of creating knowledge from data.

Ewell, Peter Down and In: Assessment Practices at the Program Level. 2011, National Institute for Learning Outcomes Assessment (NILOA). A report of survey findings of program heads in two and four year institutions includes major findings on assessment drivers (faculty interest in program improvement, accreditation), learning outcomes, assessment methods (capstone experiences, rubrics, final projects & performance assessments), and use of assessment results. Disparate perceptions of Chief Academic Officers and Program Heads are discussed as is the role of specialized accreditation and disciplinary differences. Report may be downloaded from:

Healey, Mick.  The Scholarship of Teaching and Learning:  a Selected Bibliography.  September 2012.

Kreber, Carolin. “Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching.”
Innovative Higher Education 27.1 (2002): 5-23. The author distinguishes between expertise in teaching, excellence in teaching, and the scholarship of teaching, and argues that both excellence in teaching and the scholarship of teaching should be recognized and rewarded in their own right.

Qualters, D.M.  Six Steps for Turning Your Teaching into Scholarship.  Faculty Focus, September 2013.

Rhodes,Terrel, ed. 2010. Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Washington, DC: Association of American Colleges and Universities. Rubrics from the VALUE (Valid Assessment of Learning in Undergraduate Education) project are available on the following topics: inquiry & analysis, critical thinking, creative thinking, written communication, oral communication, reading, quantitative literacy, information literacy, teamwork, problem-solving, civic knowledge & engagement (local & global), intercultural knowledge & competence, ethical reasoning, foundations & skills for lifelong learning, integrative & applied learning. See for the online version.

Scholarship of Teaching & Learning: Collection of resources on the Scholarship of Teaching & Learning from the University of Wisconsin, Green Bay. Includes links to a field-tested classroom assessment guide for STEM, ( ), a web center for Social Research Methods ( ), and a National Science Foundation handbook on evaluation (


Hatch, Thomas et. al. (2005) Into the Classroom: Developing the Scholarship of Teaching and Learning. SanFransisco, CA: Jossey-Bass.

McKinney, Kathleen. (2007) Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling. SanFransisco, CA: Jossey Bass.