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
2017
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. https://doi.org/10.1177/2373379917750167.
2016
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 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
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.