Scholarship of Teaching and Learning

The Scholarship of Teaching and Learning (SoTL) is the systematic study of teaching and learning; it involves identifying a problem, 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? 

Ready to begin your own SoTL study?

Or maybe you are wondering if SoTL is right for you? Check out the "Getting Started with SoTL" page to uncover many more resources and step-by-step instructions to launching your own SoTL study.  

Featured SoTL articles by UGA faculty and graduate students


Gay, J. L., & Poproski, R. (2023). Specifications Grading for Graduate Students: Motivated, Less Stressed, and Achieving in Public Health. Pedagogy in Health Promotion.

Pfeifer, M.A., Cordero, J. J., & Stanton, J. D. (2023). What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities. CBE—Life Sciences Education, 22(1), ar2.


Al Weshah, A. W., & Alamad, R. (2022). Using Six Sigma to Improve Student Teamwork Experience and Academic Performance in Circuits Analysis Course. American Society for Engineering Education 2022 Annual Conference.


Hovland, I. (2021). The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL. Teaching & Learning Inquiry,9(1), 27-44.


Verma, A. (2019). The Power of the Pencil: Enduring Validity in Technology-Dominated Design Education. Visual Inquiry, 8(3), 203-213.


Kas-Osoka, C. N., Bradley, L. J., Coffman, R., & Orpinas, P. (2017). Developing Online Modules for a “Health and Wellness” Course: Adapting Active Learning Strategies to the Online Environment. Pedagogy in Health Promotion, 1–6.


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.

prior to 2015

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

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

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.


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