Engagement With the Scholarship of Teaching and Learning (SoTL): Getting Started on a SoTL project

The Scholarship of Learning and Teaching (SoTL) was described by Boyer in 1990 alongside three other types of scholarship: the scholarships of discovery (research), application and integration. Since then, there has been much debate about what SoTL is, how academics might engage in it, and how it might be assessed. Glassick et al. (1997) proposed that the criteria for assessment should be the same for SoTL as for other types of scholarship, namely: clear goals; adequate preparation; appropriate methods; significant results; effective communication; and reflective critique. Academics are encouraged to engage in SoTL for the purposes of developing their teaching, and so enhancing the students’ learning environment, thus aiming to motivate and support student learning and so promote student success. In addition to providing participants with an overview of SoTL, the purpose of this workshop is to facilitate engagement in SoTL for those who are new to the concept or are aware of what SoTL is but are keen to commence their engagement in SoTL projects. Participants will be encouraged to work in small groups in order to make initial progress through the first two stages of Glassick et al.’s framework – formulating an individual statement of intention, and considering the preparation required for such a project. Participants will then be able to produce an action plan for their subsequent engagement in the SoTL project of their choosing and initial design. Group work will be encouraged in order to facilitate collaborative learning and also encourage peer feedback. Participants will also be made aware of the BeSoTLed resource (www.glasgow.ac.uk/sotl) as a means of supporting subsequent engagement in this or other SoTL projects. This resource comprises a freely accessible website and a series of online workshops for University of Glasgow staff to enable participants to engage in SoTL through a structured and facilitated process