While scholarly teaching involves using research-based methods to inform instruction, SoTL goes a step further by systematically studying teaching and learning practices and sharing the results. In other words, scholarly teachers apply existing research, whereas SoTL practitioners generate new knowledge about teaching and learning. 

SoTL plays a crucial role in fostering evidence-based teaching, encouraging educators to move beyond anecdotal experiences toward data-informed decisions. By investigating what works (and what doesn’t) in the classroom, educators can refine their teaching strategies, leading to better student engagement, deeper learning, and improved educational outcomes. SoTL also helps build a culture of continuous improvement, where educators critically reflect on their teaching and contribute to a growing body of knowledge on effective pedagogy. 

It is helpful to distinguish SoTL from other forms of educational inquiry: 

• SoTL focuses on improving teaching and learning within specific classroom contexts, with findings often applied directly to practice. 
• Education Research (ER) is broader, encompassing studies on learning theories, educational policies, and institutional structures. It often has a larger scope and may not be directly tied to an educator’s own teaching. 
• Discipline-Based Education Research (DBER) applies educational research principles within specific disciplines (e.g., physics education research or chemistry education research), often drawing on methods and theories from both education and the discipline itself. 
• Importantly, ER and DBER can focus on K-12 education in addition to higher education, whereas SoTL tends to focus only on the higher education context. 
• For further exploration of these distinctions, see SoTL, ER, and DBER: Thoughts Inspired by a Twitter Conversation by Jennifer Friberg, Cross Endowed Chair in SoTL and Professor of Communication Sciences and Disorders at Illinois State University 

SoTL provides instructors with a structured way to explore their teaching practices, leading to informed decision-making and improved instructional effectiveness. By systematically investigating teaching strategies, educators gain insights into what works best in their classrooms and develop a deeper understanding of student learning. Engaging in SoTL can also contribute to professional growth and career advancement, as many institutions are beginning to recognize SoTL research in tenure and promotion processes. Additionally, sharing SoTL findings through publications and conferences allows educators to build professional networks and contribute to broader disciplinary conversations. 

When instructors engage in SoTL, students benefit from more effective, evidence-based teaching approaches that enhance their learning experiences. SoTL-driven improvements often lead to higher engagement, increased retention, and deeper conceptual understanding. By investigating and addressing learning challenges, educators can create more inclusive and equitable learning environments that support diverse student needs. 

At an institutional level, SoTL promotes a culture of innovation and continuous improvement in teaching and learning environments. Universities that support SoTL benefit from data-driven insights that inform curriculum design, teaching policies, and professional development initiatives. SoTL also strengthens an institution’s commitment to teaching excellence, helping to bridge the gap between research and practice in higher education. 

One of the most significant contributions of SoTL is its role in bridging theory and practice. Many instructors rely on intuition or past experiences when making teaching decisions, but SoTL encourages educators to use systematic inquiry to guide their teaching choices. By engaging in SoTL, educators become both consumers and producers of research, leading to more intentional and reflective teaching practices. 

SoTL is not just for researchers—it is for any one in any teaching capacity who wants to improve student learning through evidence-based strategies. Whether you are a new Teaching Assistant, a sessional faculty member, an instructional assistant, or an experienced faculty member, SoTL provides a framework for continuous learning and professional development. 

Every SoTL study begins with a question about teaching and learning. Effective SoTL questions are focused, researchable, and relevant to student learning. Questions might explore: 

• The impact of a specific teaching strategy on student engagement. 
• How students develop problem-solving skills in a given discipline. 
• The effectiveness of active learning techniques in large lecture courses. 

A strong SoTL research question is rooted in teaching practice and aims to generate evidence that informs future instructional decisions. 

SoTL draws from both qualitative and quantitative research methods. The choice of methodology depends on the research question and the type of data needed. Common approaches include: 

• Surveys and Questionnaires: Collecting student feedback on learning experiences. 
• Classroom Observations: Examining student behaviors and engagement levels. 
• Interviews and Focus Groups: Gaining in-depth perspectives from students or instructors. 
• Learning Analytics: Analyzing grades, participation data, or online course interactions. 
• Experimental or Quasi-Experimental Studies: Comparing different instructional strategies to assess their impact. 

SoTL research often uses a mixed-methods approach, combining qualitative and quantitative data for a more comprehensive understanding. 

Since SoTL involves human participants (students), ethical approval is often required. Researchers must: 

• Obtain informed consent from students participating in the study. 
• Ensure data confidentiality and anonymity. 
• Follow institutional research ethics guidelines, such as those set by university research ethics boards (REB/IRB). 

Ethical considerations are essential for maintaining trust and integrity in SoTL research. 

Once data is collected, researchers analyze it to identify patterns, relationships, or trends. This might involve: 

• Statistical analysis for quantitative data (e.g., test scores, survey responses). 
• Thematic coding for qualitative data (e.g., student reflections, interview transcripts). 
• Comparing findings to existing research to contextualize results. 

The goal is to generate meaningful insights that inform teaching and learning practices. 

SoTL research is valuable when findings are applied to improve teaching and shared with the broader educational community. Dissemination can occur through: 

• Conference presentations and workshops. 
• Publications in SoTL-focused journals. 
• Institutional reports and teaching resource centers. 

By sharing SoTL research, educators contribute to a growing body of evidence-based teaching practices, helping to improve student learning beyond their own classrooms. 

There are multiple avenues for sharing SoTL work, each with different levels of formality and reach:  

• Institutional Teaching & Learning Events: Many universities hold teaching and learning conferences where educators can share their SoTL work with colleagues. For those in the Greater Toronto and Hamilton Area, you might consider: 
• McMaster University – Innovations in Education Conference 
• University of Waterloo – Teaching & Learning Conference 
• University of Guelph – Teaching & Learning Innovations Conference 

For those beyond the Greater Toronto and Hamilton Area, you might consider reviewing the following compiled list of Teaching and Learning Conferences:  

• https://mi.mcmaster.ca/teaching-learning-conferences/  
• Informal Dissemination: SoTL work can also be shared through blog posts, social media, and department meetings, allowing for broader and quicker knowledge exchange.  
• Conferences and Workshops: Presenting at SoTL-focused or discipline-specific conferences allows for networking and feedback. Examples of SoTL-focused conferences include: 
• The International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference 
• The Society for Teaching and Learning in Higher Education (STLHE) Conference  
• SoTL Journals: Peer-reviewed publications that provide a scholarly platform for sharing research. Examples include: 
• International Journal for the Scholarship of Teaching & Learning  
• Teaching & Learning Inquiry (journal of ISSOTL) 
• The Canadian Journal for the Scholarship of Teaching and Learning (journal of STLHE) 
• Additionally, here is a compiled list of Teaching and Learning journals: https://mi.mcmaster.ca/teaching-and-learning-journals/#tab-content-ov  

Engaging in SoTL can be a valuable component of academic careers, especially for faculty in teaching-focused positions. Many institutions recognize SoTL as a form of scholarly work that contributes to tenure, promotion, or professional development. However, expectations vary across institutions, and it is essential to align SoTL activities with institutional priorities and personal career goals. 

The ultimate goal of SoTL is not just publication but translating research into practice. Educators should reflect on how their findings can inform their own teaching and encourage institutional change. This can involve: 

• creating teaching resources based on research findings, 
• facilitating workshops to help colleagues implement evidence-based strategies, and 
• contributing to policy discussions on curriculum design and assessment. 

SoTL is most impactful when it is widely accessible. Open-access journals (such as those listed above), institutional repositories, and online platforms allow educators to share findings beyond traditional academic audiences. By making SoTL work open and engaging, educators can broaden its reach and influence. 

The best SoTL projects emerge from genuine curiosity about what happens in the classroom. Consider: 

• What challenges do students face in your course? 
• Are there particular teaching strategies you want to evaluate? 
• How do students engage with course content, and where do they struggle? 

Example SoTL questions include: 

• Does incorporating case-based learning improve student engagement in my biology course? 
• How do group discussions impact critical thinking skills in first-year psychology students? 
• What impact does video feedback have on students’ writing revisions? 

A good research question is focused, practical, and tied to student learning outcomes. 

SoTL is a field built on previous research, so reviewing existing literature is a key step. Many questions have already been explored, and reviewing prior studies can help refine research questions and methodologies.  

• Look at SoTL-focused journals, such as: 
  • Teaching & Learning Inquiry (the journal of the International Society for the Scholarship of Teaching and Learning) 
  • International Journal for the Scholarship of Teaching & Learning (IJ-SoTL) 
  • The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) 
• Search discipline-specific education journals for relevant studies in your field 
• Utilize institutional teaching and learning centers, which often curate SoTL resources 

SoTL research methods vary based on the question being investigated. Common approaches include: 

• Surveys and questionnaires to gather student perceptions. 
• Classroom observations to assess engagement. 
• Pre/post assessments to measure learning gains. 
• Student reflections and interviews for qualitative insights. 
• Analysis of course grades or participation data for trends. 

New SoTL researchers should start with manageable methods that fit their teaching context and available resources. 

SoTL involves studying students, so ethical considerations are essential. Most institutions require Research Ethics Board (REB/IRB) approval before collecting data. 

• Ethics applications typically address informed consent, confidentiality, and student participation. 
• Some forms of SoTL (e.g., analyzing anonymous course evaluations) may not require full ethics approval. 

Consult with your institution’s teaching and learning center or research office to navigate the ethical approval process. At McMaster University, we have two ethics boards: 

• Hamilton Integrated Research Ethics Board (HiREB) – for Faculty of Health Sciences 
• McMaster Research Ethics Board – for all other Faculties

Once a research plan is in place, data collection begins. New SoTL researchers should: 

• Use simple, structured approaches (e.g., short surveys, basic coding for qualitative data). 
• Keep data collection aligned with teaching to avoid extra workload. 
• Consider collaborating with colleagues or institutional support teams for data analysis. 

SoTL research is most impactful when findings are used to enhance teaching practices. Once results are analyzed, consider: 

• What worked well? What should be changed? 
• How will findings shape future course design or instructional strategies? 
• Can results be shared with colleagues to improve broader teaching practices? 

SoTL findings should be shared so that others can learn and build upon them. New SoTL researchers can: 

• Present at department meetings or teaching and learning workshops. 
• Submit findings to a SoTL journal or conference. 
• Write a short reflective blog post or teaching brief.