George Brown Polytechnic is located on the traditional territory of the Mississaugas of the Credit First Nation and other Indigenous peoples who have lived here over time. We are grateful to share this land as treaty people who learn, work and live in the community with each other.
The Scholarship of Teaching and Learning (SoTL) involves systematic inquiry into a teaching and learning-related question, informed by scholarly literature and using established research methods, with findings shared publicly to enrich the broader teaching community. At its core, SoTL aims to improve student learning, but it also increases teaching satisfaction and confidence, reinvigorating practice and supporting ongoing innovation. This aligns with George Brown’s commitment, as articulated in the Academic Plan, to being an exemplary teaching and learning institution, fostering courageous innovation and evidence-informed practice.
The scholarship of teaching and learning (SoTL) offers important value to students, educators, and institutions alike (Bernstein, 2013).
For students, SoTL enhances learning outcomes by investigating effective teaching methods and strategies. Participating in SoTL projects can also be a meaningful experience for students and is one of the five “good practices” of SoTL (Felten, 2013; Healey et al., 2014).
For instructors, SoTL offers frameworks for reflective practice and a way to showcase the pedagogical contributions they make.
For institutions, SoTL produces robust evidence that supports both internal improvements and external accountability, while also highlighting the learning that occurs within their educational environments.
Interested in getting involved in SoTL at George Brown Polytechnic? Learn more about SoTL Resources that can support you.
Bernstein, D. (2013). How SoTL-active faculty members can be cosmopolitan assets to an institution. Teaching and Learning Inquiry, 1(1), 35–40.
Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry, 1(1), 121–125.
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy.