- SoTL fosters student learning: Teachers who ask "What works?" are more likely to be using activities that do.
- SoTL bridges the gap between teaching and research: It's a false dichotomy to separate teaching and research.
- SoTL benefits SoTL-active faculty, helps them fight classroom inertia and invites them to change and improve their teaching: It helps teachers grow, change, be more interested, stop being complacent.
- SoTL benefits other students and faculty: Teachers can share the findings across disciplines, breaking down some of the silos.
- SoTL benefits the institution: It helps to generate visible analyses of student learning--assessment at course and program level, models of practice for local colleagues, high-quality evidence for internal/external assessment and accessible examples of quality education for prospective students.
- SoTL is a model of faculty development: It provides a space for dialogue about practices that contribute to advancing knowledge
- SoTL increases faculty credentials for professional rewards such as tenure and promotion.
- SoTL lets us follow our passion: It helps us learn from our students and learn who our students are, what it is that we are doing, and how we can do it even better.
Friday, March 27, 2015
Do you speak SoTL?
I'm writing this in the air over Savannah, on my way back from a great SoTL conference. For those who don't know, SoTL stands for "Scholarship of Teaching and Learning" (the title of this blog is the motto on the conference t-shirts) and is a great organization to explore.
After two days of 9 - 5 conference sessions I have amassed lots to think about and hopefully share with you in future blogs. While all that new info is being digested, though, I will just share a list one of the speakers presented to answer the question, "Why SoTL?"