Scholarship of Teaching and Learning (SoTL)
The Scholarship of Teaching and Learning (SoTL) is an endeavor to assist instructors in becoming scholarly teachers; that is, to be knowledgeable in pedagogy and reflective about their teaching practices. Engaging in SoTL encompasses a wide range of research and practices aimed at enhancing student learning through an investigation of the relationship between teaching and learning.
In the words of Lee S. Shulman, the mission of SoTL is "to render teaching public, subject to critical evaluation, and usable by others in the field." As part of this mission, the SoTL IDEALs Community provides opportunities to share and build upon the scholarly work of our colleagues as they investigate teaching and learning.
You may also want to visit the Physics Education Research group's site for more resources on a variety of teaching strategies and implications for the classroom.
Managed by the Center for Teaching Excellence.
Browse Collections of Items
Work from conferences and the Faculty Retreats at Illinois
Publications from journals
(2013-02-22)The purpose of this course is to support the academic performance and social acclimation of first year undergraduate students in the School of Music by providing greater access to academic and advising resources through ...
(2013-07-08)Encouraging students to engage in out-of-the-classroom learning experiences is a long-standing priority in the Department of Animal Sciences at the University of Illinois. Recently, experiential learning opportunities ...
(2012-02)Over two years, we explored whether a novel graduate teaching course could weave together three programs that would simultaneously: (1) Enhance graduate TAs’ teaching skills; (2) Investigate undergraduates’ learning and ...
(2010-01)29 graduate TAs and 1 faculty member teach 2700 Introductory Psychology students annually. This year we developed an assessment program to improve student learning and graduate teaching training (Shigeto et al., 2010). We ...
Some students are left behind: Despite positive attitudes, learning is modulated by prior academic achievement (2010-01)In our Introductory Psychology (Psych 100) program, 30 graduate TAs/faculty teach 2,700 undergraduates annually. While the program has received many accolades and TAs are often recognized for their teaching skills, we have ...