The Relationship between Scholarly Teaching and SoTL: Models, Distinctions, and Clarifications

Authors

Michael K. Potter, Univrsity of WindsorFollow
Erika D.H. Kustra, University of WindsorFollow

Abstract

We examine, through conceptual analysis and investigation of the available literature, some commonly assumed models of the relationship between SoTL and scholarly teaching, demonstrate how those models fare against the conceptual and empirical evidence, and propose an alternative that better represents the concepts involved. Both our definitions and the model we choose to represent their relationship impact our decisions regarding policies, programs, and resources. If the assumptions behind these practices are not warranted, our reflexive use, dissemination and propagation of these practices must be questioned.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Potter, Michael K. and Kustra, Erika D.H. (2011) "The Relationship between Scholarly Teaching and SoTL: Models, Distinctions, and Clarifications," International Journal for the Scholarship of Teaching and Learning: Vol. 5: No. 1, Article 23.
Available at: https://doi.org/10.20429/ijsotl.2011.050123