Keynote Speaker: I Don't Know: Embracing "Delicious Uncertainty" Through SoTL
Abstract
We each bring our disciplinary knowledge and experience to the scholarship of teaching and learning (SoTL) along with a deep understanding of our own institutional, regional, and national context. But what happens when we get there? Through SoTL, we are exposed to new voices and perspectives and to unexpected ways of knowing and doing. SoTL has been both interdisciplinary and international since its inception more than 30 years ago and it offers a space where we can seek out and learn from similarities as well as differences in pedagogy and practice. This is unique in higher education and can feel both invigorating and uncomfortable. If we embrace these feelings and open ourselves up to the “delicious uncertainty,” we can improve teaching and learning in higher education and discover new possibilities for moving beyond disciplinary silos to solve the complex problems that require multidisciplinary thinking and approaches.
Presentation Format
Oral Presentation
Session Format
Presentation
Location
Harborside Ballroom East
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Schrum, Kelly, "Keynote Speaker: I Don't Know: Embracing "Delicious Uncertainty" Through SoTL" (2025). SoTL Commons Conference. 138.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2025/138
Keynote Speaker: I Don't Know: Embracing "Delicious Uncertainty" Through SoTL
Harborside Ballroom East
We each bring our disciplinary knowledge and experience to the scholarship of teaching and learning (SoTL) along with a deep understanding of our own institutional, regional, and national context. But what happens when we get there? Through SoTL, we are exposed to new voices and perspectives and to unexpected ways of knowing and doing. SoTL has been both interdisciplinary and international since its inception more than 30 years ago and it offers a space where we can seek out and learn from similarities as well as differences in pedagogy and practice. This is unique in higher education and can feel both invigorating and uncomfortable. If we embrace these feelings and open ourselves up to the “delicious uncertainty,” we can improve teaching and learning in higher education and discover new possibilities for moving beyond disciplinary silos to solve the complex problems that require multidisciplinary thinking and approaches.
