At Curtin, Scholarship of Learning and Teaching (SoLT) is defined as “…systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector…”1
The Scholarship of Learning and Teaching (SoLT) is an emerging movement of scholarly thought and action that draws on the reciprocal relationship between teaching and learning at the post-secondary level.2 However, there are many differing viewpoints on what constitutes SoLT across settings, disciplines and institutions.
An important goal of SoLT is to enhance and augment learning amongst and between individual learners by investigating the many features of discipline specific expertise and best pedagogical practice.3
Writing foundations by the Wufoo Team
The Scholarship of Learning and Teaching is an iterative, systematic process involving:
There are five principles of good practice in SoLT.
1. Curtin University. (2015) Scholarship of Teaching and Learning. https://ctl.curtin.edu.au/research/scholarship_teaching_learning.cfm accessed on August 12 2015.
2. Boyer, E. L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
3. McKinney, K. 2007. Enhancing Learning through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling. Bolton, MA: Anker.
4. Glassick, C. E., Huber, M. T., & G. I. Maeroff. 1997. Scholarship Assessed: Evaluation of the Professoriate. San Francisco – Jossey-Bass.
5. Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal 1(1): 121-125.
6. Kern, B., G. Mettetal, M. D. Dixson, and R. K. Morgan. 2015. "The Role of SoTL in the Academy: Upon the 25th Anniversary of Boyer's Scholarship Reconsidered." Journal of the Scholarship of Teaching and Learning 15 (3):1-14.