Welcome to the Resource Page for the Scholarship of Teaching and Learning
The Scholarship of Teaching and Learning is a growing movement in post-secondary education. SOTL is scholarly inquiry into student learning which advances the practice of teaching by making research findings public.
SOTL builds on many past traditions in higher education, including classroom and program assessment, K-12 action research, the reflective practice movement, peer review of teaching, traditional educational research, and faculty development efforts to enhance teaching and learning. Terms closely related to the scholarship of teaching and learning are good teaching (that which promotes student learning and desired outcomes and is recognized by student satisfaction, peer review, etc.) and scholarly teaching (in which teaching is regarded as an area of study and the teaching and learning knowledge base is regarded as an additional discipline in which to develop expertise).
The Canadian Journal for the Scholarship of Teaching and Learning (CJSotL)
www.cjsotl-rcacea.ca/ a peer reviewed, trans-disciplinary, open-access electronic journal created and supported by the Society for Teaching and Learning in Higher Education
International Journal for the Scholarship of Teaching and Learning (IJ-SotL)
The July 2011 issue of IJSoTL is available at http://academics.georgiasouthern.edu/ijsotl/v5n2.html.
International Journal for the Scholarship of Teaching & Learning (IJ-SoTL) aspires to be an agent and catalyst for SoTL’s transforming work for a renewed awareness of and attentiveness to teaching and learning, for questioning assumptions and thinking about teaching, and for systematic and effective ways to improve learning and teaching in higher/tertiary education. IJ-SoTL’s goal is to serve as a crucible or nexus for creating international contacts, conversations, contemplation, and collaborations in connection with SoTL.