Scholarship of Teaching and Learning
The Scholarship of Teaching and Learning (SoTL) is the systematic study of teaching and learning; it involves asking a question, gathering evidence, drawing conclusions based on that evidence, and making those findings public for the benefit of others. It employs the strict rigor and diligence that is applied to disciplinary research.
The Center for Teaching and Learning (CTL) at The University of Georgia provides campus-wide leadership by promoting, fostering, and supporting an engaged community around the Scholarship of Teaching and Learning (SoTL) with the purpose of improving student learning. The CTL promotes scholarly teaching and research through a broad-based range of initiatives that will meet the needs of SoTL researchers at all levels of experience.
How is SoTL different from Scholarly Teaching?
Essential Resources for SoTL
Searching the Literature
- Social Science Research Methods Knowledge Base
- Social Science Research: Principles, Methods, and Practices (free, open access textbook)
- Finding Pre-existing Questionnaires and Instruments
- Guidance for Creating Likert Scales
Presenting & Publishing SoTL Work
- Innovation in Teaching Conference, UGA College of Education
- USG Teaching and Learning Conference, University System of Georgia
- Conference on Higher Education Pedagogy, Virginia Tech
- American Educational Research Association, Annual Meeting (location varies)
Featured Recent SoTL articles by UGA faculty and graduate students
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates' Evaluation of Scientific Information and Arguments. CBE - Life Sciences Education, 11(4), 364-377.
Hurt, N. E., Moss, G. S., Bradley, C. L., Larson, L. R., Lovelace, M. D., & Prevost, L. B., Riley, N., Domizi, D. P., Camus, M. S. (2012). The 'Facebook' Effect: College Students' Perceptions of Online Discussions in the Age of Social Networking. International Journal For The Scholarship Of Teaching & Learning, 6(2), 1-24.
Larson, L. R., & Lovelace, M. D. (2013). Evaluating the Efficacy of Questioning Strategies in Lecture-Based Classroom Environments: Are We Asking the Right Questions? Journal On Excellence In College Teaching, 24(1), 105-122.
Lemons, P. P., & Lemons, J. (2013). Questions for Assessing Higher-Order Cognitive Skills: It's Not Just Bloom's. CBE - Life Sciences Education, 12(1), 47-58. Retrieved from http://vvww.lifescied.org/content/12/1/47.short
Lundeberg, M. A., Kang, H., Wolter, B., delMas, R., Armstrong, N., Borsari, B., & ... Herreid, C. F. (2011). Context matters: increasing understanding with interactive Clicker Case studies. Educational Technology Research And Development, 59(5), 645-672. doi:10.2307/41414964
Navarro, M., Foutz, T., Thompson, S., & Singer, K. P. (2016). Development of a Pedagogical Model to Help Engineering Faculty Design Interdisciplinary Curricula. International Journal of Teaching and Learning in Higher Education, 28(3), 372–384.
Watson, C.E., & Martin, C.V. (2012). The intersection of educational technology and exemplary teaching practice. Educational Technology, 52(3).
Watson, C.E., & Ogle, J.T. (2013). The pedagogy of things: Emerging models of experiential learning. Bulletin of the IEEE Technical Committee on Learning Technology, 15(1), 3-6.
Zou, Z., Simpson, E., & Domizi, D. (2012). Google Docs in an Out-of-Class Collaborative Writing Activity. International Journal Of Teaching & Learning In Higher Education, 24(3), 359-375.