Collaboration Resources for
College and University Teachers

SoTL
Annotated Bibliography

Introduction to SoTL, Expanding Definitions of Scholarship, Making Teaching Public, Campus-Wide Focus on Teaching and Learning, Engaging in Pedagogical Research, SoTL in Various Disciplines, SoTL as A Career Priority, Selected SoTL Journals

What is SoTL? Making Teaching Public 

Getting Started

            http://www.carnegiefoundation.org/programs/index.asp?key=21

The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL), begun in 1998, builds on Scholarship Reconsidered and Scholarship Assessed and seeks to support the development of SoTL. CASTL’s goals are to “render teaching public, subject to critical evaluation, and usable by others in both the scholarly and the general community” in order to “broaden the reach and depth of the scholarship of teaching and learning.”

Hutchings, Pat. Making Teaching Community Property. Washington, DC: AAHE Teaching Initiative, 1996.

This is an outgrowth of AAHE’s Teaching Initiative—specifically, a 12-university pilot project on the peer review of teaching. It provides several examples of ways in which teaching can be made public and collaboration can be promoted—including teaching circles, reciprocal classroom observations, mentoring, teaching portfolios, team teaching, and pedagogical scholarship. The work helps SoTL efforts by providing numerous ways in which teaching can be made more public, subject to agreed-upon standards of peer review.
 

Further Reading

          http://www.courseportfolio.org  

The University of Nebraska-Lincoln’s Peer Review of Teaching Project (begun in1994) “aims to engage faculty in documenting, assessing, and improving student learning and performance via extensive analysis and reflection on students’ classroom work.” The site includes a large repository of exemplary course portfolios from faculty on many campuses and in diverse disciplines and offers opportunities for submission to this collection.

http://www.merlot.org/merlot/index.htm

This site contains an extensive collection of peer-reviewed online teaching and learning materials. It provides useful resources, ideas, and a place to publish one’s own scholarly teaching work.

http://crossroads.georgetown.edu/vkp/about

This is the home of Georgetown University’s Visible Knowledge Project (VKP) which “aims to improve the quality of college and university teaching by focusing on both student learning and faculty development in technology-enhanced environments. It includes numerous examples of SoTL research as well as links to additional materials. Most noteworthy are “resource kits”—tutorials and exercises for individuals or groups wanting to work through some topics important to teaching and learning.

Albers, Cheryl. “Using the Syllabus to Document the Scholarship of Teaching.” Teaching Sociology 31.1 (2003): 60-72.

Albers suggests a rationale and provides criteria for using a course syllabus to help document an instructor’s SoTL. It's useful for syllabus evaluators as well as those developing or revising course syllabi.

Edgerton, Russell, Patricia Hutchings, and Kathleen Quinlan. The Teaching Portfolio: Capturing the Scholarship in Teaching. Washington, DC: AAHE Teaching Initiative, 1991.

This is an early (but still useful) response to Boyer’s Scholarship Reconsidered. It provides a rationale for teaching portfolios as a way to promote increased reflection on teaching as well as the crucial scholarly criterion of peer review. The authors include a list and discussion of possible items for inclusion in a teaching portfolio, several examples of different types of entries, and a discussion of how a campus might get started in using teaching portfolios.

Shulman, Lee. Teaching as Community Property: Essays on Higher Education. San Francisco: Jossey-Bass, 2004.

Lee Shulman, President Emeritus of the Carnegie Foundation for the Advancement of Teaching, has assembled a collection of his papers and presentations (since 1987) that offer ideas and proposals for improving teaching and learning in higher education. The work provides motivation and a rationale for SoTL.