Teaching and learning research
We are committed to enhancing student learning by generating and supporting research that informs scholarly and culturally relevant teaching practices.
Better understand your students and improve your teaching
Scholarship and research in teaching and learning examine key trends and issues in higher education, multiple ways of knowing and being, and informs teaching and learning cultures, communities and practices across multiple organizational levels.
Teaching and learning research attracts a wide range of scholars and practitioners. We aim to encourage the development of scholarly communities by offering responsive programming that supports individual scholars and projects and enables collaboration, partnerships and educational leadership.
We support our researchers in pursuing scholarship related to teaching and student learning, and in disseminating and mobilizing this knowledge across local, national and international networks. We actively engage in research to better understand teaching and learning and the conditions that support the development of teaching and learning cultures, communities and practices across multiple levels.
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.
New to teaching and learning research and scholarship?
Teaching and learning research and scholarship take many forms. If you are new to this type of work, you can find resources in our Resource Library to help you take your first steps.
Ready to engage?
Our Certificates in University Teaching and Learning include flexible badges or courses to build our educators knowledge of teaching and learning research and scholarship and to encourage them to develop as critically reflective practitioners.
Apply for a grant
If you have an idea for a teaching and learning research, you can get up to $40,000 in funding from the University of Calgary Teaching and Learning Grants program.
Disseminate your research
We encourage UCalgary teaching and learning researchers to share and disseminate their findings at our annual Conference on Postsecondary Learning and Teaching. Our call for proposals is issued every year in October.
2021 University of Calgary Teaching and Learning Grants recipients announced
26 innovative projects receive funding to explore teaching and learning research projects. Liza Lorenzetti and Patrina Duhaney from the Faculty of Social Work bring together critical race theory and transformative experiential learning.
Teaching and Learning Grants facilitate development in key strategic priorities
Houston Peschl from the Haskayne School of Business explores the development of entrepreneurial thinking in undergraduate students. Pamela Roach from the Cumming School of Medicine creates an executive level program in reconciliation leadership for faculty.
Teaching Scholars receive $40,000 for education leadership and research initiatives
From the Faculty of Arts, Tom O’Neill and Melissa Boyce’s project, Developing Student Teamwork Skills through Feedback on Personality and Conflict Management Styles takes place over three years and involves more than 400 students.
How mentorship can unleash innovation and entrepreneurship
Lorelli Nowell from the Faculty of Nursing shared her exemplary research in innovative mentorship models during a keynote presentation at the 2021 Conference on Postsecondary Learning and Teaching.