Document Type

Article

Publication Title

New Directions for Adult and Continuing Education

Publication Date

2025

Abstract

This article focuses on learning that can facilitate the transition from being a scholarly teacher to becoming a scholar of teaching and learning, outlining the critical steps faculty can take to deepen their engagement with the scholarship of teaching and learning (SoTL). It begins by distinguishing between scholarly teaching, which involves applying research-based strategies in the classroom, and being a SoTL scholar, which requires faculty to systematically investigate their own teaching practices and the learning outcomes of their students. The article explores various pathways through which course instructors can learn and engage with SoTL, such as attending workshops, collaborating with colleagues in interdisciplinary communities, or engaging with existing SoTL literature. It discusses how faculty can identify areas of inquiry in their teaching practice, collect and analyze data, and use this evidence to refine and transform their teaching methods. The article also highlights institutional support structures that can facilitate this transition, including mentorship, funding for SoTL research, and peer review opportunities. Through these approaches, faculty can develop a scholarly identity in teaching and contribute meaningfully to the field.

Funding Source

This article was published Open Access thanks to a transformative agreement between Milner Library and Wiley.

Comments

First published in New Directions for Adult and Continuing Education (2025): https://doi.org/10.1002/ace.70005

DOI

10.1002/ace.70005

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