Scholarship of Teaching and Learning - Additional reading

Scholarship of Teaching and Learning - Additional reading

  For the purposes of concision the discussion of the conception of SoTL was focused upon a small selection of articles that were thought to be key to the topic.  However, there are many other articles related to the concept of SoTL, so here are some suggestions for further reading (and please feel free to add to this list as you find more). 
  • Becker, W.E. (2001). What does the quantitative research literature really show about teaching methods? Presentation at the Scholarship of Teaching and Learning Colloquium, Indiana University - Bloomington, March 2, 2001. 
  • Benjamin, J (2000). The scholarship of teaching in teams: what does it look like in practice? Higher Education Research and Development, 19(2), 191-204.
  • Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves. Chicago and La Salle: Open Court.
  • Brew, A, and Boud, D (1995).  Teaching and research: establishing the vital link with learning.  Higher Education, 29, 261-273.
  • Dees, D.M. (2008). A Reflection on the Scholarship of Teaching and Learning as Democratic Practice, International Journal for the Scholarship of Teaching and Learning, Vol. 2, No. 2. 
  • Dobbins, K. (2008).  Enhancing the Scholarship of Teaching and Learning: A Study of the Factors Identified as Promoting and Hindering the Scholarly Activities of Academics in One Faculty, International Journal for the Scholarship of Teaching and Learning, Vol. 2, No. 2. 
  • Healey, M. (2000). Developing the Scholarship of Teaching in Higher Education: a discipline-based approach, Higher Education Research & Development, 19:2, 169 — 189.
    Healey examines what the scholarship of teaching involves, and makes an interesting point, in agreement with other authors (Cross and Steadman, 1996) that there are “multiple scholarships of teaching”.  The scholarship of teaching can involve all four forms as identified by Boyer: "discovery research into the nature of learning and teaching; integration of material from several disciplines to understand what is going on in the classroom; application of what is known about how students learn to the learning-teaching process; and teaching", “not only transmitting knowledge, but transforming and extending it as well” (Boyer, 1990, p24).  The advantage of thinking of the different kinds of academic work all as forms of scholarship is that it emphasises their common features, rather than their differences. (page 171)  Healey further goes on to discuss five aspects of how to implement the scholarship of teaching, including how to develop the status of teaching, considering the nature of the relationship between teaching and research, and including research into teaching and learning as a key aspect of the scholarship of teaching.
  • Huber, M and Morreale, SP (2002). Disciplinary styles in the scholarship of teaching and learning: exploring common ground.  Menlo Part, CA: Carnegie Foundation for the Advancement of Teaching.
  • McKinney, K (date unknown). What is the Scholarship of Teaching and Learning (SoTL) in Higher Education?
    This is a summary of Illinois State University’s conception of SoTL.
  • Nicholls, G (2004).  Scholarship in teaching as a core professional value: what does this mean to the academic?  Teaching in Higher Education, 9 (1), 29-42.  
    In this article, Nicholls investigates what academics understand about the term scholarship in/of teaching.  Since the results demonstrate that academics are very uncertain about the term indeed, she argue that it is too early therefore to have accepted the scholarship of teaching as a core professional value, that the concept was introduced as a means of raising the status of teaching rather than actually improving learning, and proposes that further investigation is warranted to consider why this concept has not been adopted by the academic community.
  • Prosser, M. (2008).  The Scholarship of Teaching and Learning: What is it? A Personal View, International Journal for the Scholarship of Teaching and Learning, Vol. 2, No. 2.