Scholarship of Teaching and Learning (SoTL)
Ideas from ISU Faculty Forum Discussions
In 2000, the ISU Center for Teaching Excellence (now known as the Center for Excellence in Learning and Teaching) established a task force to initiate conversations on the ISU campus regarding the scholarship of teaching and learning (SoTL). Two faculty forums were sponsored by CTE and the task force during which participants generated comments, suggestions, and questions. These forums were held on April 3-4, 2001 and October 10, 2001. A summary of those discussions follows. We hope this summary will inspire continued dialogue about the scholarship of teaching and learning.
President' Geoffroy's Comments - October 10, 2001
- The ISU P&T document provides useful and appropriate guidelines for what SoTL can be on our campus.
- No taxonomy of what constitutes SoTL exists, though it is easy to know SoTL when it is documented and shown to influence others.
- It is crucial that SoTL efforts and outcomes are documented and documentable.
- SoTL can be the deciding factor in P & T decisions. Demonstrating excellence in SoTL does not obviate the need to demonstrate strength in research, though. Similarly, demonstrating excellence in research does not obviate the need to demonstrate strength in teaching and student learning.
- SoTL is more than teaching well. Of the three traditional components of a faculty member's job (i.e., teaching, research, service/outreach), SoTL can fall within the research component as well as the teaching component.
- SoTL should have a problem-solving focus, focusing on what works and what does not work.
- The foci of SoTL should be on developing an understanding of how students learn, how they can learn more productively, and how teachers can help facilitate that learning.
- SoTL should be integrative and innovative. Persons engaging in SoTL should experiment with what is possible and communicate their findings to the appropriate audiences.
- ISU, as an institution, should support efforts to develop and improve teachers' abilities, and to implement effective evaluative mechanisms.
- Determinations of what might count as SoTL for P & T purposes can be supported at the higher levels of administration but the key decisions, and discussions leading to a shared understanding, should be made at the department and college levels.
What is the scholarship of teaching and learning (SoTL)?
ISU faculty suggest that SoTL is an on-going, cyclical process of inquiry, engagement, feedback and reflection on teaching and learning which:
- Emphasizes both teaching and learning -- or how one might affect the process of learning, and how one can learn to teach more effectively.
- Uses innovative approaches and engages teachers and learners in creative ideas for problem solving.
- Develops techniques and applications that can be shared across and within disciplines.
- Uses methodical methods of inquiry, is empirically based, tests theory, measures outcomes, identifies relevant questions, and points to gaps in knowledge.
- Invites review/critique and continually tests for success of outcomes.
- Requires dissemination, which can take several forms (print or electronic publication, clinics, workshops, concerts, presentations, portfolios), and includes sharing with peers and others beyond the classroom.
- Includes reflection on the on-going process of learning and helping others learn -- including assessment, strategic change, and reframing instructional strategies.
The benefits of pursuing SoTL at ISU
The central theme from the forums is that SoTL reflects and operationalizes the ideals of an engaged land-grant university, one which is dedicated to the highest level of scholarship in learning, discovery, and engagement. SoTL is seen as a vehicle by which this community of scholars can fulfill the institution's mission.
Benefits for Faculty:
- Connects to a practical knowledge base.
- Energizes and renews enthusiasm for teaching.
- Helps to consolidate teaching, research, and outreach efforts.
- Raises the value of and recognition for teaching.
- Connects to sources of internal and external funding.
- Leads to reflective and informed teaching practice.
- Gives personal satisfaction through accomplishments in scholarship and teaching.
Benefits for Students:
- Enhances learning through development of innovative methods and attention to outcomes and, in doing so, improves the curriculum.
- Models the processes of discovery for students.
- Helps to prepare graduate students for the professorate.
- Promotes a more positive attitude about their educational experiences.
- Encourages students to be active participants in the learning process and enhances their ability to be life-long learners.
- Prepares students for successful careers by modeling the process of reflective/continuous improvement.
Benefits for the Institution:
- Builds new partnerships across campus through a common interest in teaching.
- Increases the level of engagement of faculty, students, and staff.
- Enhances the institution's reputation.
- Documents the educational effectiveness of the institution and can change the culture of the institution.
- Contributes to student satisfaction and better student retention.
What is currently being done
Many faculty and staff on the Iowa State campus are engaged in projects related to SoTL. Faculty and staff members from nearly every discipline have, for example, published articles and educational materials, given talks at professional meetings, and provided outreach based on or incorporating scholarly activity in teaching and learning. Practitioners have received both internal and external funding to explore these issues. Examples of specific SoTL activity at ISU will be made available on the Center for Teaching Excellence Web site.
Actions that support SoTL
While much has been done, many faculty believe that conversations about SoTL must continue and that departmental cultures need to change if teaching and SoTL are to be truly valued. Suggestions for specific actions that will foster SoTL include:
Promotion and tenure and the review process:
- Disseminating information about SoTL to all faculty.
- Developing departmental criteria for SoTL, clarifying how portfoloios and dossiers should be prepared and how SoTL should be documented.
- Expanding the master teacher program to all colleges.
- Conducting workshops, seminars, etc. for DEOs regarding SoTL.
- Strengthening the formative assessment process, by promoting the peer review of teaching and developing additional ways for students to provide feedback about teaching/learning.
Professional development:
- Strengthening mentoring programs and promoting collaboration.
- Encouraging university and departmental teaching seminars to share SoTL expertise.
- Funding attendance at teaching-related conferences.
- Disseminating examples of SoTL and helping faculty develop methods for assessing teaching impact.
- Rewarding and promoting SoTL through grants, teaching sabbaticals, and other incentives.
- Preparing graduate students for teaching careers, including their participation in SoTL.
- Expanding the Center for Teaching Excellence (i.e., full-time staff; enhanced physical space; additional funding to support SoTL initiatives, a teaching academy).
Some questions to be discussed further
The ISU conversations about SoTL begun in 2000-2001 are just that - a beginning. Further questions to be explored include:
- How should SoTL be evaluated for its scholarly contributions?
- What are the similarities and differences between scholarship of teaching and learning (SoTL) and other types of scholarship (research, creative activity)?
- What role do students play in SoTL?
- Should criteria for evaluating SoTL change depending on the purpose of the evaluation, such as tenure, promotion, teaching awards, internal funding opportunities, etc.?
