Teaching and learning research and scholarship use systematic inquiry and dissemination across multiple levels to improve teaching and student learning (Felten, 2013, Miller-Young and Yeo, 2015). Sometimes referred to as the Scholarship of Teaching and Learning (SoTL), these approaches mobilize knowledge to better understand and improve student learning and the teaching approaches and practices that affect it. We take a broad view of teaching and learning research to support scholarly work that is not always adequately captured under the traditional umbrella of SoTL, and to support work in disciplines that have been under-represented in teaching and learning research in the past. Teaching and learning research and scholarship support professional learning and growth for scholars to develop as critically reflective practitioners and learning-centred educators (Brew and Ginns, 2008; Trigwell, 2013).
Brew, A. and Ginns, P. (2008) The relationship between engagement in the scholarship of teaching and learning and students’ course experiences. Assessment and Evaluation in Higher Education, 33, 535-545.
Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry, 1(1), 121-125.
Miller-Young, J., and Yeo, M. (2015). Conceptualizing and communicating SoTL: a framework for the field”. Teaching and Learning Inquiry 3 (2), 37-53.
Trigwell, K. (2013). Evidence of the impact of scholarship of teaching and learning purposes. Teaching and Learning Inquiry, 1(1), 95-105.