Scholarship of Teaching & Learning (SoTL)
“[SoTL] is a kind of going meta in which faculty frame and systematically investigate questions related to student learning—the conditions under which it occurs, what it looks like, how to deepen it and so forth—and do so with an eye not only to improve their own classrooms but to advancing practice beyond it.” (Hutchings & Shulman 1999)
The Scholarship of Teaching and Learning (SoTL) generally entails the study of student learning and the public sharing of these investigations. Many faculty take a scholarly approach to teaching such as reading the higher education pedagogical literature, reviewing and making changes to teaching based on course evaluation data, or attending teaching-related professional development workshops.
SoTL Support & Opportunities
Explore consultations, events, and resources to help you begin or deepen your SoTL work.
SoTL Hub
Stay connected with SoTL opportunities at U of T, including events, programming, and new resources that support your SoTL work.
SoTL Consultations
Meet with a CTSI SoTL consultant to discuss project ideas, research design, methods, ethics, analysis, and approaches to dissemination.
SoTL Series
We welcome instructors to present on their SoTL research journey: goals/questions, key literature, research design, methods, and core findings.
Coming Soon! Explore SoTL Certificate Pathways
Email CTSI to learn more about these new opportunities.
SoTL Fundamentals Certificate
Three virtual sessions to increase instructor confidence in conducting SoTL: identify a research question, locate literature, and select research methods.
SoTL Project Certificate
Sessions that extend one’s reflective and scholarly approach to teaching: guide project planning and research, collect evidence, and conduct data analysis.
SoTL Writing Certificate
Intensive cohort program designed for instructors to write up their SoTL project. Sessions combine CTSI facilitation and regular peer writing activities.
U of T SoTL Showcase
Community-Engaged Learning (CEL): Integrating Anthropological Discourse with Indigenous Knowledge
The project focused on the course Anthropology and Indigenous Peoples of Turtle Island in Canada (ANT241). For details on the development of the CEL course, consult Fukuzawa et al. (2020) in Teaching Anthropology.
Guided by the Indigenous Action Group (IAG) at UTM, this project integrated Indigenous methodologies at each stage. Answering the Call, Wecheehetowin: “The entire community bears a responsibility for action, but Indigenous people must be at the centre of decision-making, with full agency and not as people being acted upon” (U of T Steering Committee, 2016, p. 31).
