Research on teaching, or the Scholarship for Teaching and Learning (SoTL), is a growing movement in post-secondary education that seeks to understand or improve student learning and the teaching approaches and practices that affect student learning. SoTL is a scholarly activity in which an instructor engages in careful planning, evaluation, and dissemination of their study in order to inform their own teaching and also to influence practice beyond their own classroom. It is practiced across all disciplines in higher education and thus employs a wide range of lenses and methods. The principles of best practice in SoTL (Felten 2013) are that an inquiry is:
- Focused on student learning
- Grounded in context (both in the literature and in a teaching-learning context)
- Conducted using sound methodology
- Conducted in partnership with students (ethics approval, at a minimum)
- Disseminated to contribute to both knowledge and practice
CTL provides resources, workshops, grants, and consultations to support and conduct SoTL research and to connect scholars across the institution.
- SoTL Guide from the University of Calgary
- Action Research, SoTL, DBER by the Discipline Based Education Research Group
- Felten, P. (2013). Principles of Good Practice in SoTL. Teaching and Learning Inquiry, The ISSOTL Journal 1(1), 121-125.
- Hubball, H. and Clarke, A. (2010). Diverse methodological approaches and considerations for SoTL in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 1(1).
- Miller-Young, J. & Yeo, M.(2015). Conceptualizing and Communicating SoTL: A Framework from the Field. Teaching & Learning Inquiry: The ISSOTL Journal 3(2), 37-53.
Multidisciplinary SoTL Journals:
We are working towards building a database of UAlberta scholarship on teaching and learning. In the meantime, this page provides summaries of research and links to research conducted by faculty across the University. If you are an instructor at the University who has published research on teaching and learning in the last 10 years, email us at email@example.com with the citation and link and we'll add your work to our collection.
Faulty of Arts
Hvenegaard, G., Link, A. L., Moore, S. E., & Wesselius, J. C. (2013). Exploring the dynamics of directed studies courses: Student, instructor, and administrator perspectives. The Canadian Journal for the Scholarship of Teaching and Learning, 4 (2).
Faculty of Education
Faculty of Engineering
- Miller-Young, J. (2017). Learning about Learning – Together. Michigan Journal of Community Service Learning, 23(2), 154–158. https://doi.org/10.3998/mjcsloa.3239521.0023.214
- Miller-Young, J. E., Anderson, C., Kiceniuk, D., Mooney, J., Riddell, J., Schmidt Hanbidge, A., ... Chick, N. (2017). Leading up in the scholarship of teaching and learning. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2), art 4.
Faculty of Kinesiology, Sport, and Recreation
Chorney, & D., Stecyk, R. (2015). Increasing student engagement in physical education. Georgia Association for Health, Physical Education Recreation and Dance,47(1), p. 15-20.
Cassidy, A., Wright, A., Strean, W. B., Watson, G. (2015). The interplay of space, place and identity Transforming our learning experiences in an outdoor setting. Collected Essays on Learning and Teaching, 8, 27-34.
Faculty of Pharmacy and Pharmaceutical Sciences
Faculty of Science