The purpose of this survey-based research study was to assess factors that higher education faculty identify as enabling and inhibiting their participation in the Scholarship of Teaching and Learning (SoTL) across multiple U.S-based institutions of higher education. Within the current "fourth wave" of SoTL, we identify the need for…

This chapter draws upon duoethnographic methodology to invite readers into conversation about the complexity and importance of centering positionality in the Scholarship of Teaching and Learning (SoTL). We suggest that self-reflection towards positional awareness fosters ethically rooted, authentic SoTL practice, and offer related considerations…

This chapter provides an analysis of the institutionalization of SoTL at University College Cork in Ireland, offers some guiding questions to help individuals or groups reflect critically on their own SoTL institutionalization journeys, and suggests implications for further research on how institutionalization processes inform academic identity…

This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub-themes for alignment with Scholarship…

This chapter describes the results of a survey-based study intended to provide insight into the existence and degree of empirical support for the elements of strong teaching cultures in colleges and universities where faculty members participate in the Scholarship of Teaching and Learning (SoTL). The findings contribute to the larger body of…

This chapter describes the development, implementation, and assessment of an intensive Scholarship of Teaching and Learning (SoTL) Scholars program grounded in self-determination theory. These findings provide one of the first integrations of theory into studying the impact of SoTL and can support educational developers with SoTL initiatives at…

In this chapter, the authors describe the theory of change behind a regional cross-institutional community of practice (CoP) for educational developers seeking to strengthen their institution's SoTL culture and increase faculty SoTL production by providing institution-level support initiatives and programming.

This chapter explores the use of peer review as a method for evaluating teaching, examining its role in both online and on-campus courses as well as its importance in the promotion and tenure process. It also considers the benefits and challenges of using peer review as a form of evaluation.

This chapter proposes the need to define the qualities of effective teaching in higher education and introduces a framework to assess teaching effectiveness (FATE) that can be adapted by other institutions for evaluating teaching, with the goal of promoting instructor development and growth.

This chapter continues the argument that quality teaching requires a set of defined competencies. It also presents a roadmap to identifying, developing, and assessing teaching competencies for on-the-ground instructors in outcomes-based military education, using the process developed by Air University as an example.

This chapter focuses on intentional educational development activities designed to prepare faculty for effective teaching and assessment of student learning. Some benefits of such activities include improved alignment of courses with programmatic outcomes, higher success rates in course reviews, and better demonstration of student learning on…

This chapter discusses the impact of COVID on academic service-learning curriculum and how online course quality assessment can inform improvements to face-to-face courses with a focus on diversity, equity, and inclusion. The authors share their perspectives on applying assessment techniques developed during the pandemic to promote equity in…

This chapter explores the limitations of measuring teaching quality through observation of "observable behaviors" and argues for a more holistic approach to educational development that focuses on the richness of pedagogical qualities.

Exploring the value of course assessment across multiple teaching modalities, this chapter provides a framework for improving introductory science courses by evaluating the impact of pedagogical modality on student learning.

This chapter proposes a new approach to evaluating course quality by prioritizing the learner's feedback experience. The authors argue that courses may still be ineffective despite having the core components and suggest incorporating technology to enhance the feedback experience.