Goal: Understanding and improving student learning.
The Scholarship of Teaching and Learning (SoTL) movement grew out of Ernest Boyer’s work in the early 1990s around multiple areas of scholarship. Boyer and others argued that we need to move beyond traditional divisions between research, teaching and service and towards more multilayered, interconnected, and interactive conceptualizations of faculty work. Boyer’s initial conceptualization of multiple scholarships (teaching, discovery, engagement, integration) has continued to evolve over the past twenty years-primarily through the leadership of scholars at the Carnegie Foundation for the Advancement of Teaching, Carnegie Academy for the Scholarship of Teaching and Learning (CASTL), the International Society for the Scholarship of Teaching and Learning (ISSOTL), and a wide range of discipline-based and interdisciplinary teaching and learning conferences and publications. Now, in Canadian universities, SoTL centres are beginning to emerge.
The scholarship of discovery refers to what we typically call “traditional research”. The scholarship of integration focuses on making connections within/across disciplines to generate new insights. It typically includes syntheses and meta-analyses. The Scholarship of engagement/application involves applying knowledge to respond to significant social issues. It typically includes service learning and clinical learning; The scholarship of teaching and learning focuses on a systematic study of teaching and learning, the peer review of this work and its public availability for others to use and build on.
There are many definitions of SoTL. Some common elements of these definitions are the systematic study of teaching and learning, peer review of this work and the public dissemination of this knowledge.