At its core, SoTL is both a reflective and evidence-based approach that allows educators to systematically investigate student learning in their disciplines and apply research-informed practices to improve educational outcomes (Columbia SOLER, 2025). Engaging in the SoTL offers structured methodological approaches for instructors to adopt inquisitive approaches toward their teaching, using research and reflection to enhance student learning (Robinson, 2023).

SoTL fosters a scholarly community dedicated to sharing insights, challenges, and innovations in teaching and learning at institutional, national, and international levels. A unifying principle of SoTL is a commitment to improving student learning through rigorous inquiry and the dissemination of findings within and beyond academic communities (Society for Teaching and Learning in Higher Education, SoTL Canada, 2025). 

Scholarly Teaching involves applying existing research on teaching and learning to improve one’s instructional practices. It includes consulting literature, engaging with colleagues, and using institutional teaching resources. In contrast, the Scholarship of Teaching and Learning (SoTL) goes beyond application by conducting original research on student learning and instructional methods. SoTL requires systematic inquiry, sharing findings with a scholarly community, and undergoing critical peer review. In this way, SoTL contributes to the broader academic discourse and informs scholarly teaching practices (Center for Engaged Learning, 2025). 

The Scholarship of Teaching and Learning invites professionals to examine their own classroom practice, record their successes and failures, and ultimately share their experiences so that others may reflect on their findings and build upon teaching and learning processes. In 2007, STLHE outlined several components of SoTL. These components indicate that the SoTL: 

• fosters inquiry and investigation. 

• enhances student learning. 

• is public. 

• is susceptible to critical review and evaluation. 

• is accessible for exchange and use. 

• emphasizes learning outcomes and relevant teaching practices.
  incorporates discipline and pedagogical knowledge and innovation. 

Felten (2013) describes the following principles of good practices in SoTL to understand and evaluate your work as an educator. If you wish to learn, the whole article can be found at Principles of Good Practice in SoTL:

SoTL encompasses a wide range of topics, including: 

• Community-Engaged Learning 
• Digital and Blended Learning Strategies 
• Ethical Considerations in Teaching 
• Technology in the Classroom 
• Inclusive and Accessible Pedagogy 
• Gen AI In Higher Education and Ethical Implications 
• High-Impact and Inclusive Teaching Practices 
• Student Motivation and Engagement 
• Assessment and Feedback 
• Self-Regulated Learning and Student Motivation 
• The Role of Technology in The Classroom 
• Community Service Learning 
• Self-Regulated Learning 

At Brock, the Centre for Pedagogical Innovation (CPI) supports faculty in integrating SoTL into their practice. Whether you are new to SoTL or looking to advance your research, CPI offers: 

• Consultations on developing research questions and study designs, including survey instruments and focus group data collection. 

• Guidance on research methodologies and ethical considerations, including support with Research Ethics Board documentation. 

• Support in analyzing and disseminating findings through presentations and publications. 

• Resources for disseminating findings through publications and conferences. 

• Opportunities to connect with a broader SoTL community at institutional, national, and international levels. 

At Brock University, research on teaching and learning is a vital part of our commitment to fostering an inclusive, student-centered, and innovative educational environment. The Scholarship of Teaching and Learning (SoTL) aligns with Brock’s Strategic Plan (2025-2030) and Academic Plan (2023-2028) because it empowers faculty to explore and enhance teaching practices that are aimed at improving student learning outcomes. 

SoTL supports Brock’s efforts to address barriers to learning by making education more accessible and inclusive. SoTL is important because through evidence-based inquiry, faculty can identify and address challenges in student engagement, equity, and learning success. SoTL also encourages educators to reflect on and challenge (when appropriate) conventional teaching methods and develop new approaches that are flexible, student-centered, and future-oriented by fostering innovative learning. At Brock, SoTL research is not only about individual teaching development but also about shaping the future of higher education. It contributes to a sustainable and inclusive academic culture where knowledge is generated, mobilized, and shared, benefiting both the Brock community and the broader educational community. Furthermore, SoTL strengthens Brock’s role as a global institution, bringing the world to Brock and Brock to the world through collaborative and impactful pedagogical research. 

Brock Chancellor’s Chairs for Teaching Excellence

Brock University recognizes the excellent scholarship of teaching of its faculty members. To encourage and sustain our institutional commitment to teaching, learning and educational technology, Brock has established a program of Brock Chancellor’s Chairs for Teaching Excellence.

Chair-holders will be individuals who have demonstrated exceptional promise of outstanding contributions to post-secondary teaching, learning, and/or educational technology and/or have established an exemplary record of achievement in this important aspect of university endeavour.

The Brock Chancellor’s Chairs for Teaching Excellence are meant to provide successful nominees with the opportunity to undertake a specific, three-year program of research and practice leading to a significant development in teaching, learning, and/or educational technology. The programs of activity for the chairs may be integrated within their broader research and scholarly focus.

The Brock Chancellor’s Chairs for Teaching Excellence provide recipients an annual support grant of $5,000 in each of three years. There are six chair holders in any given year. The next competition is 2024.

The incorporation of the individual’s work as a Chair into her or his regular teaching, research, and service agenda will be subject to negotiation with her or his Chair and Dean.

Learn more information about the Chancellor’s Chairs for Teaching Excellence including submission guidelines and due dates.

Armstrong, M., MacKenzie, H. (2017) “Influence of anticipated and actual grades on studying intentions“. The International Journal of Management Education, Volume 15, Issue 1 : 49-59. Web. 6 Apr. 2017. 

Armstrong, M. (2013) “A Preliminary Study of Grade Forecasting by Students“. Decision Sciences: Journal of Innovative Education, Volume 11, Issue 2 : 193-210. Web. 6 Apr. 2017. 

Brooks, T., Marini, Z. and Radue, J. (2011) “Linking Academic Integrity And Classroom Civility: Student Attitudes And Institutional Response”. Collected Essays on Learning and Teaching 4.0 : 81-87. Web. 21 Nov. 2016. 

DiBattista, D.(2008) “Making The Most Of Multiple-Choice Questions: Getting Beyond Remembering“. Collected Essays on Learning and Teaching 1.0 : 119-122. Web. 21 Nov. 2016. 

Jones, C.T. & Maloley, C. (2021) Podagogies Podcast. Centre for Excellence in Learning and Teaching. Ryerson University 

Frost, G. and Connolly, M.(2016) “Is Fine Tuning Possible With Grade-Focused Students?“. Collected Essays on Learning and Teaching 9.0 : 147-154. Web. 21 Nov. 2016. 

Frost, G., Connolly, M. and Lapanno, E. (2014) “Why Is It So Hard To Do A Good Thing? The Challenges Of Using Reflection To Help Sustain A Commitment To Learning“. Collected Essays on Learning and Teaching 7.1 : 46-49. Web. 21 Nov. 2016. 

Gardner, P. and Grose, J. (2015) “Mindfulness In The Academy – Transforming Our Work And Ourselves ‘One Moment At A Time’”. Collected Essays on Learning and Teaching 8.0 : 35-46. Web. 21 Nov. 2016. 

Lathrop, A., O’Connell, T. and Howard, R. (2012) “The Impact Of An Outdoor Orientation Program On First-Year Student Perceptions Of Life Effectiveness And Campus Integration“. Collected Essays on Learning and Teaching 5.0 : 92-97. Web. 21 Nov. 2016. 

Marini, Zopito. (2009) “The Thin Line Between Civility And Incivility: Fostering Reflection And Self-Awareness To Create A Civil Learning Community“. Collected Essays on Learning and Teaching 2.0 : 61-67. Web. 21 Nov. 2016. 

Poole, G., & Simmons, N. (2013). The contributions of the scholarship of teaching and learning to quality enhancement in Canada. In G. Gordon, & R. Land (Eds.), Quality enhancement in higher education: International perspectives (pp. 118-128). London: Routledge. 

Prins, S. and Lathrop, A. (2014) “Institutional Strategies That Foster Academic Integrity: A Faculty-Based Case Study“. Collected Essays on Learning and Teaching 7.1 : 32-38. Web. 21 Nov. 2016. 

Simmons, N. (2013) “Inquiry, Critique, And Dissemination Of Knowledge: Graduate Students Contributing To Wikipedia“. Collected Essays on Learning and Teaching 6.0 : 18-22. Web. 21 Nov. 2016. 

Simmons, N., & Taylor, K. L. (2019, Spring). Supporting and sustaining the Scholarship of Teaching and Learning: Dimensions of leadership. Canadian Journal for the Scholarship of Teaching and Learning 

Simmons, N. (2018). Crossing the [SoTL] bridge and diving in. Teaching and Learning Inquiry. 

Simmons, N., & Marquis, E. (2017, June). Defining SoTL. The Canadian Journal for the Scholarship of Teaching and Learning. 

Simmons, N., & Marquis, E. (2017, June). Promoting and celebrating international SoTL collaborations: An introduction to the special issue. The Canadian Journal for the Scholarship of Teaching and Learning. 

Simmons, N., & Poole, G. (2016). SoTL in Canada: Answering calls for action. New Directions in Teaching and Learning, 146, 13-22. 

Simmons, N., & Marquis, E. (2017). The Canadian Journal for the Scholarship of Teaching and Learning, 8(2). 

Simmons, N. (Ed.), (2016, summer). The scholarship of teaching and learning in Canada: Institutional impact. New Directions in Teaching and Learning, 146. (A Jossey-Bass publication). 

Simmons, N. (2016). Scholarship of teaching and learning: Annotated literature database. Available online at http://sotlannotations.com/ 

Simmons, N. (2016). Getting started in SoTL: Scholarship of Teaching and Learning annotated literature database. In The SoTL Advocate. Available online at https://illinoisstateuniversitysotl.wordpress.com/2016/05/16/getting-started-in-sotl-scholarship-of-teaching-and-learning-annotated-literature-database/ 

Simmons, N. (2016). The scholarship of teaching and learning in Canada: Institutional impact. New Directions in Teaching and Learning, 146, 95-102. 

Simmons, N. (2016). Advocating for Scholarship on Teaching and Learning: A voyage of discovery. Available online at https://sotlcanada.wordpress.com/2016/05/02/advocating-for-scholarship-on-teaching-and-learning-a-voyage-of-discovery 

Simmons, N., Abrahamson, E., Deschler, J. M., Kensington-Miller, B., Manarin, K. Morón-García, S., Oliver, C., & Renc-Roe, J. (2013). ­Conflicts and configurations in a liminal space: SoTL scholars’ identity development. Teaching and Learning Inquiry, 1(2). 

Simmons, N., & Daley, S. (2013). The art of thinking: Using collage to stimulate scholarly work. The Canadian Journal for the Scholarship of Teaching and Learning, 4(1). 

Simmons, N. (2013). Outcomes of learning: [Dis]engaging students in higher education. In M. Kompf, & P. M. Denicolo (Eds.), Critical issues in higher education: The next generation (pp. 85-96). Rotterdam, The Netherlands: Sense Publishing. 

Simmons, N. (Ed.), (2011). Opportunities and new directions: Canadian scholarship of teaching and learning, Volume 2. Waterloo, ON: University of Waterloo. 

Simmons, N., Barnard, M., & Fennema, W. (2011). Participatory pedagogy: A compass for transformative learning? Collected Essays on Learning and Teaching, 4. 

Simmons, N. (2011). Exemplary dissemination: Sowing seed in IJ-SoTL. International Journal for the Scholarship of Teaching and Learning. 

Simmons, N. (2012). Reflections on ISSOTL11: What’s a meta for? International Commons, 7(1), 14. 

Simmons, N. (2010). The scholarship of teaching and learning: Moving forward in Canada? Teaching and Learning in Higher Education, 55, 3. 

Simmons, N. (Ed.), (2010). Opportunities and new directions: Canadian scholarship of teaching and learning. Waterloo, ON: University of Waterloo. 

Simmons, N. (2009). Playing for SoTL impact: A personal reflection. The International Journal for the Scholarship of Teaching and Learning, 3(2), 15. 

Simmons, N. (2008) “Mapping A Mirage: Documenting The Scholarship Of Teaching And Learning“. Collected Essays on Learning and Teaching 1.0 : 2-7. Web. 21 Nov. 2016. 

The Centre for Pedagogical Innovation (CPI) facilitates a Scholarship of Teaching and Learning Reading group every semester. If you are interested in joining please see the events on CPI’s Experience BU page.

For more information, contact the CPI team at [email protected]

Journals: 

• McMaster University  -Comprehensive Annotated List of SoTL journals – L. Stockdale 
• The Canadian Journal for the Scholarship of Teaching and Learning 
• International Journal for the Scholarship of Teaching and Learning 
• Journal of Scholarship of Teaching and Learning 
• Teaching and Learning Inquiry 
• University of Toronto SoTL Libguide 
• Dalhousie University SoTL Libguide 
• International Journal of Teaching and Learning in Higher Education 
• Scholarship of Teaching and Learning: Innovative Pedagogy 

Conferences: 

• University of Waterloo Teaching and Learning Conference 
• University of Saskatchewan  
• University of Canterbury 
• STLHE 
• Mount Royal University  

Columbia SOLER. (2025). SoTL research basics. Retrieved March 5, 2025, from https://soler.columbia.edu/content/sotlr-old 

Felten, P. (2013). Principles of Good Practice in SoTL. Teaching & Learning Inquiry: The ISSOTL Journal, 1(1), 121–125. https://doi.org/10.2979/teachlearninqu.1.1.121  

Robinson, J. M. (2023). SOTL Defined. Student Learning Abroad: What Our Students Are Learning, What They’re Not, and What We Can Do About It. 

Scholarship of Teaching and Learning (SoTL Canada). (2025, March 4). Society for Teaching and Learning in Higher Education (STLHE). https://www.stlhe.ca/stlhe-communities/scholarship-of-teaching-and-learning-sotl/