The Scholarship of Teaching and Learning

last update 2025/24/2

What is SoTL?

The Scholarship of Teaching and Learning (SoTL) is a field in post-secondary education that promotes systematic analysis of the practice of teaching along with application of research-based approaches to instruction. SoTL includes research in which instructors systematically assess and share their teaching practices. In essence, SoTL is classroom research, conducted by educators, on the effects of their own teaching. SoTL can also include larger-scale projects across classes or institutions. SoTL includes formalizing this research process and sharing it with others, the same way research is conducted in all disciplines.

How do I get started?

Review current research

First, take a look at the existing SoTL research. Like all disciplines, SoTL has a large database you can use to explore the field and build your literature review. The resources on this page include samples of peer–reviewed SoTL articles and journals that publish SoTL research. SoTL research by new practitioners tends to focus on a “teaching problem” (Bass, 1999), so consider where you and your students have struggled or have encountered challenges in learning. Reflect on areas where students frequently misunderstand concepts, struggle with engagement, or face barriers to success. Identifying these challenges can help you develop research questions and guide your SoTL work towards practical and impactful improvements in teaching and learning. 

Identify a research question

Pat Hutchings describes a few main types of SoTL questions that researchers may investigate (Hutchings, 2000). This is not an exhaustive list, but it will provide some starting points to consider.  

  •  “What works” questions  
    • These questions aim to describe the relative effectiveness of teaching and learning approaches. 
    • Example: Do students demonstrate greater mastery of chemistry content in a flipped classroom compared to a lecture-only class? 
  • “What is” questions  
    • These questions aim to describe components of a particular approach. The goal is not to determine the effectiveness of an approach, but instead to describe its constituent parts.  
    • Example: What factors influence students’ motivation to participate in class discussions in a political science course? 
  • Inquiry focused on what might be 
    • These questions may focus on the formulation of new theoretical framework, or help determine frameworks that can lead to new “what is” or “what works” questions 
    • Example: What would happen if I used visual thinking strategies to help biology students develop critical thinking skills? 

Choose your methodology

Once you’ve identified a research question, the next step is to choose an appropriate methodology for your study. SoTL research can use qualitative, quantitative, or mixed methods approaches. The nature of your research question and the type of data you need to collect and have access to will help inform your methodology. 

  • Quantitative methods involve using numerical data, often to measure changes or gather insights on a larger scale. 
  • Qualitative methods involve using word-based data to gain deeper insight into individual experiences. 
  • Mixed methods combine both approaches, allowing researchers to gather numerical data while also capturing the nuanced perspectives of students and instructors. 

Common SoTL data collection methods include, but are not limited to: 

  • Surveys – Collect student feedback on engagement, motivation, or perception of instructional strategies. These can include Likert scale questions, multiple choice questions, and open-ended questions, among others to provide you with both quantitative and qualitative data to analyze.  
  • Interviews or focus groups – Gather detailed student perspectives on learning experiences. These are particularly useful for deeper interactions with students, whereas surveys may provide broad, but surface-level, insights. 
  • Student work analysis – Assess changes in performance through written assignments, projects, exams, or other student work. 
  • Canvas analytics – Canvas provides “New Analytics” that allow you to track students’ grades, engagement, and other actions with materials on the platform.  
  • Classroom observations – Document teaching practices and student interactions. 

Consider ethics and IRB approval

Like all human subjects research, SoTL requires you to be mindful about the ethics of your study. When the research subjects include your own students, there are many variables to consider that are not present in other research studies. For example, students may feel coerced to allow you to use their work for your study, regardless of a promise that participation is voluntary and will not affect their grade. Additionally, some of your students may be minors, which creates different ethical considerations. Therefore, before undertaking any SoTL research with your students, it is vital to reach out to AU’s Institutional Review Board (IRB) to get IRB approval. Much of educational research is “exempt” from IRB review by the entire review board, but this determination of exemption cannot be made by an individual researcher; the IRB determines if the research is exempt.   

Share your findings 

Once you have completed your SoTL study, sharing your findings is a crucial step in contributing to the broader teaching and learning community. SoTL research is most impactful when it is disseminated beyond your own classroom, allowing others to learn from your experiences and apply insights to their own teaching practices. Consider presenting your work at AU-specific venues, such as CTRL’s annual Ann Ferren Conference or the CTRL Beat publication. You can also consider disseminating your research at conferences outside of AU and publishing in SoTL journals. 

AU-specific conferences and publications 

 Peer reviewed journals that publish general SoTL articles 

 Compiled lists of peer-reviewed journals that publish discipline-specific SoTL articles 

 Professional Associations and Conferences associated with SoTL 

Don’t be afraid to start small

If you’re new to SoTL research, consider starting with a small, manageable study before expanding into a larger project. A pilot study can help refine your research question, test your methodology, and uncover potential challenges before committing to a full-scale study. 

  • Choose a single class or assignment – Instead of redesigning an entire course, focus on one lesson, assessment, or instructional strategy. 
  • Collect initial feedback – Use informal surveys or student reflections to gauge initial reactions before gathering more structured data. You can use information you gather informally to support your IRB application. 
  • Analyze preliminary results – Review early findings to determine if your research question needs adjustment. 

Starting small allows you to iterate on your approach, gain confidence in the research process, and build a foundation for future SoTL inquiries. 

Support for SoTL 

CTRL staff include both Teaching and Learning Specialists and Research Methodologists who can assist you with every stage of your SoTL project. To discuss your ideas at any stage, feel free to request a consultation.  

CTRL also funds the Scholarship of Teaching & Learning Faculty fellows, who are term faculty members paid to develop SoTL projects around their own classroom teaching. CTRL supports fellows through the entire research process, from developing a research question to publishing the final results. Read more about the faculty fellows program and eligibility here. 

Additionally, the Milton and Sonia Greenberg Scholarship of Teaching and Learning Award recognizes faculty who have made a significant contribution to research-based analyses of teaching practices or of curricular design. Nominations may be made by any member of the AU faculty and self-nominations are welcome. 

Publications and other works from SoTL fellows at AU 

  • Cozart, D., Horan, E. M., & Frome, G. (2021). Rethinking the traditional textbook. Teaching & Learning Inquiry, 9(2). https://doi.org/10.20343/teachlearninqu.9.2.13   
  • Dehghan, S., Horan, E. M., & Frome, G. (2022). Investigating the impact of the flipped classroom on student learning and enjoyment in an organic chemistry course. Journal of Chemical Education, 99(7), 2512–2519. https://doi.org/10.1021/acs.jchemed.1c01104    
  • Lansigan, M. & Crite, M. (2024, July 28-August 1). Enhancing Engagement and Critical Thinking: Key Take-aways and Best Practices for Using Pop Culture in Introductory Chemistry Classes [Conference presentation]. Biennial Conference on Chemical Education. Lexington, KY. 
  • Tamashasky, T. (2022, January 7). 404: Student Experience in a Labor-Based Grading Classroom [Conference Presentation]. American University Ann Ferren Conference. Washington, D.C. https://www.youtube.com/watch?v=75boMA4uzPA  

You might also find it helpful to review this conference panel presentation from AU’s May Faculty Workshops in 2024, where a brief overview of SoTL is presented, and then three current and former fellows discuss their work as AU SoTL fellows. 

Additional References and Resources

  • Bass, R. (1999). The Scholarship of Teaching: What’s the Problem?  Invention. 1(1). 
  • Felten, Peter. (2013). “Principles of Good Practice in SoTL.” Teaching & Learning Inquiry: The ISSOTL Journal. 1(1).  
  • Hutchings, P. (Ed.). (2000) Opening Lines: Approaches to the Scholarship of Teaching and Learning. Carnegie Publications.  
  • Hopscotch 4-SoTL: A highly comprehensive resource guiding faculty through SoTL research project design.