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Abstract

SoTL’s existence rests on individual and collective desire, and subsequent engagement, of faculty to improve student learning and the contexts in which teaching and learning occur. This includes systematically assessing and evaluating the impact of our own teaching on students’ learning. The former and the latter form the crux of the collective consciousness that is SoTL. A part of this engagement is becoming more reflexive; awareness of one’s responsibility toward others is part of this reflexivity. This essay peruses the works of SoTL colleagues across the globe and relates how these works individually and collectively reflect the nature and characteristics of SoTL. These works exemplify educators, in diverse parts of the world, engaging in introspection and program evaluation, as they inquire into the best ways to help students learn in general and specific content areas; how to help students develop habits of the mind, lifelong learning skills, professional dispositions, and the like. While paths to SoTL inquiries may diverge, the focus is always on improving student learning.

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