Abstract
Faculty at institutions of higher education are experiencing constant requests to increase teaching loads and class sizes while, at the same time, continuing to meet the demands for scholarship and service. The Scholarship of Teaching and Learning (SoTL) can serve as one way in which faculty can simultaneously focus on improving their teaching and their students’ learning as well as meeting the rigorous demands for peer review and publication. The systematic approach of asking questions about one’s teaching, designing and conducting appropriate research methodologies to investigate those questions, analyzing the results, and subjecting the entire process and findings to peer review elevates good teaching to appropriate scholarship worthy of recognition in the tenure and promotion processes of higher education. This essay examines definitions and the history of the Scholarship of Teaching and Learning. In addition, it focuses on how faculty members can find time for and get started with SoTL work.
This is an original work
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Recommended Citation
Burcham, J., & Shaw, K. (2010). Publish or Perish: Can Scholarship and Teaching Coexist?. Perspectives In Learning, 11 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol11/iss1/12
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Curriculum and Instruction Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons