Documenting the Experiences of Faculty Participants in a University Scholarship of Teaching and Learning Seminar

Abstract

The Scholarship of Teaching and Learning (SoTL) has a rich history of demonstrating the importance of faculty studying their own teaching. One institution sought to better understand the impacts a SoTL seminar had on its campus since 2015. This qualitative research describes the lasting impact a SoTL seminar had on its participants and their institution. Thirty-three faculty who participated in SoTL were surveyed regarding their experiences as members of a university-supported SoTL seminar. The findings revealed a three-point faculty learning cycle that included: SoTL support, faculty experimentation and risk-taking, and assessment and feedback. Moreover, SoTL support had dimensions that included a sense of faculty connection, accountability, career development, and support for university-wide assessment. This article concludes with ideas for future research and a discussion of the importance of documenting university programs to support faculty and student learning.