The Scholarship of Teaching and Learning (SoTL) uses discovery, reflection, and evidence-based methods to research effective teaching and student learning. These findings are peer reviewed and publicly disseminated in an ongoing cycle of systematic inquiry into classroom practices.
Different research methods and arguments can be used to demonstrate student learning, though they vary in the strength of evidence they can provide. Deductive arguments and experimental methods generally provide stronger evidence of learning than inductive arguments and case studies, though combining methods can capitalize on the advantages of each. Any of these can be effective SoTL methods.
The tools and resources in this website are designed to clarify different research methods and provide a spectrum of choices for designing and implementing SoTL projects.
Other SoTL Definitions
See how other institutions define SoTL.
How is SoTL Useful for Me?
Information on how engaging in SoTL research can help with your research, teaching, and career goals.
Kinds of SoTL Projects
An article that categorizes, lists and describes the different kinds of SoTL projects that could be done.
A list of topics that SoTL projects could be based on.
Faculty Center SoTL Library
Additional reference materials on SoTL topics including those available at the Faculty Center for Teaching and Learning.
Carnegie SoTL Tutorial
PowerPoint presentation from the Carnegie Foundation and the University of Indiana-Bloomington, covering SoTL descriptions, definitions, parameters, scope, examples, methodologies, and publication ideas.
Files and documents from NSSE focus groups at UCF.
College of Engineering and Computer Science Enthusiasm is the key to the success of an engineering educator. My enthusiasm in engineering and teaching, which propelled me through many years of hard work in pursuit of knowledge and excellence, enables me to instill the same enthusiasm in my students and guide them towards a rewarding career in engine...
College of Sciences My teaching philosophy is simple: cultivate what works for students! Executing this philosophy is decidedly more difficult than just saying it, but my goal is to engage students in the classroom in a way that effectively helps them learn. Long lectures do not appear to be as effective as we used to think (thoug...
College of Sciences Students retain more of course material when they are actively engaged in the learning process. Accordingly, I employ a mixture of lecture and the Socratic Method. Doing so communicates the basic concepts and ideas in the course, while also measuring the students' comprehension, leading to mo...