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SOTL Selected Institutions
SOTL Tools and Tips
SOTL Related Jornals
Readings Available on the Web
Selected University Centres of SOTL
CRC Working Papers


SOTL Selected Institutions

CASTL Carnegie Academy for the Scholarship of Teaching and Learning

The International Society for the Scholarship of Teaching & Learning (ISSOTL)

The Higher Education Academy and subject centers

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SOTL Tools and Tips

SOTL Tutorial


Carnegie e-library

Carnegie Conversations

Tips 1: Getting SoTL Articles Published--A Few Tips, Kathleen McKinney, Cross Chair in the Scholarship of Teaching and Learning and Professor of Sociology, Illinois State University

Tips 2: ‘How To Find Out More About College Teaching And Its Scholarship’, Craig E. Nelson, Indiana University, Bloomington

Tips 3: ‘How Could I Do Scholarship Of Teaching & Learning?  Selected Examples of Several of the Different Genres of SOTL’, Craig E. Nelson, Indiana University, Bloomington

The Australian Scholarship In Teaching Project

Peer Review of Teaching Project, University of Nebraska, Lincoln

Visible Knowledge Project, Center for New Designs in Learning and Scholarship,
Georgetown University

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SOTL Related Journals

Specialised SOTL and multi-discipline journals

International Journal for the Scholarship of Teaching & Learning (IJ-SoTL)


The Journal of Scholarship of Teaching and Learning (JoSoTL)

The Journal of Excellence in College Teaching

International Journal of Academic Development

Innovative Higher Education

College Teaching

Change: The Magazine of Higher Learning

Assessment & Evaluation in Higher Education

Active Learning in Higher Education

Academy Exchange, the Higher Education Academy's magazine


Discipline-specific journals publishing SOTL work
in social sciences/ humanities and related professions (examples)

Teaching History: A Journal of Methods

Anthropology & Education Quarterly

Journal of Legal Education

The Journal of Economic Education

Teaching Philosophy

PS: Political Science & Politics

Journal of Political Science Education

Teaching Sociology

Learning and Teaching in the Social Sciences

Arts and Humanities in Higher Education

Journal of Geography in Higher Education (earth sciences)

The Journal of Environmental Education

More can be found through this link

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Readings Available on the Web

Bass, R. (1998) The Scholarship of Teaching: what’s the problem’, Inventio, Department of Instructional Improvement and Instructional Technologies, George Mason University.pp.1-9. Available at:

Huber and Hutchings (2006) ‘Surveying The Scholarship of Teaching And Learning’ in The Advancement of Learning: Building the Teaching Commons, Stanford ,California: The Carnegie Foundation for the Advancement of Teaching, and Jossey-Bass. Available at:

Huber, M. T., Morreale, S. P. (2002) ‘Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation’ in Huber, M. T., Morreale, S. P.(Eds.)  Disciplinary Styles in the Scholarship of Teaching and Learning: exploring common ground, (Washington, D.C., American Association for Higher Education) Available at

Hutchings, P. (2007) ‘Theory: The Elephant in the Scholarship of Teaching and Learning Room’ in International Journal for the Scholarship of Teaching and Learning, Vol 1, No. 1, pp. 1-4. Available at:

Hutchings, P. (2002) ‘Ethics and Aspiration in the Scholarship of Teaching and Learning,’ in Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning, Menlo Park: The Carnegie Foundation for the Advancement of Teaching, pp. 1-17. Available at:

Hutchings, P. (2000) ‘Approaching The Scholarship of Teaching and Learning’ in, Hutchings, P. (Ed) Opening Lines: Approaches to the Scholarship of Teaching and Learning, Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching, pp. 1-10. Available at:

Kreber, C. (2007) ‘What‘s it really all about? The Scholarship of Teaching and Learning as an Authentic Practice’ in International Journal for the Scholarship of Teaching and Learning, Vol 1, No. 1, pp. 1-4. Available at:

Shulman, L. (2000) ‘From Minsk to Pinsk: Why a scholarship of teaching and learning’ The Journal of Scholarship of Teaching and Learning, Vol. 1, No. 1, pp. 48-52.

Whitman, P., and  Richlin, L. (2007), The Status of the Scholarship of Teaching and Learning in the Disciplines in International Journal for the Scholarship of Teaching and Learning, Vol 1, No. Available at:

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Selected University Centres of SOTL

The Center for Excellence in Teaching at Georgia Southern University (US)

Centre for Educational and Academic Practices at City University, London (UK)

The Reinvention Centre for Undergraduate Research (Warwick and Oxford Brooks) (UK)

The Derek Bok Center for Teaching and Learning at Harvard University (US)

The Center for Teaching, Learning & Technology at Illinois State University (US)

The Center for Teaching and Learning at Stanford University (US)

Center for Learning and Teaching Excellence at Arizona State University (US)

Centre for Excellence in Preparing for Academic Practice at Oxford University (UK)

The Centre for Educational Development  at Queen's University Belfast (UK)

The Centre for Teaching, Learning and Assessment at Edinburgh University (UK)

The Office of Educational Development at Berkeley (US)

The Faculty Center for Teaching and Learning at University of Central Florida (US)

The Center for the Advancement of Teaching at Rutgers University (US)

Institute for Teaching and Learning at the University of Sidney (Australia)

The Centre for the Study of Higher Education at the University of Melbourne (Australia)

The Teaching and Learning Support Service at the University of Ottawa (Canada)

The Office of Teaching Advancement at the University of Toronto (Canada)

Teaching Support Centre (TSC) at Western Ontario University (Canada)

Center for Teaching and Academic Growth at the University of British Columia (Canada)

Centre for Teaching, Learning, and Educational Technologies at Brock University (Canada)

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CRC Working Papers

Curriculum Resource center, Working Papers on Teaching and Learning, 2006

These papers were produced on the basis of the CDC Course Portfolio projects, and their first drafts were elaborated during the first CRC Writing Residency (‘Writing the Scholarship of Teaching’ in July 2006.)

The residency was co-facilitated by the course portfolio Richard Gale from the Carnegie Foundation ( Carnegie Academy for the Scholarship of Teaching and Learning) together with the Course Portfolio Project coordinator, Joanna Renc-Roe. The papers produced were given oral and written feedback by the residence workshop co-participants and facilitators and were edited by the CRC office. Each paper is the result of planning, teaching, reflection, evaluation and research into a single course of the article’s author(s).


Nadejda Andreev: The Influence of Cooperative Learning on Student Conceptual Understanding in a Course On Biodiversity And Sustainable Development

The paper discusses the findings on the influence of cooperative learning on conceptual understanding and knowledge gain in a course of biodiversity and sustainable development. As learning assessment techniques, the presence/absence of key concepts were used, their interconnectedness and complexity in relation to the course materials, the pre-course and post-course written assignments were studied. Role play, discussions, debates and group projects were applied as cooperative learning techniques to increase motivation and facilitate understanding of key course concepts. The conclusions traced from this study demonstrate that cooperative learning offers a gain in conceptual understanding as a greater level of interconnectedness and integration between key biodiversity and sustainable development issues is achieved. Students who were identified as actively involved in cooperative learning showed a lower frequency of weak arguments and inadequate examples than those who were less participative and performed the tasks given individually.

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Stefan Detchev: Teaching History of Masculinity in Bulgaria

In the last twenty years scholars in different branches found out that “masculinity” took different forms and representations in different historical periods and regions. Many ideals were constructed according to different social, cultural and political contexts. Internationally, masculinity has fast become a scholarly endeavor in academic circles. However, Bulgarian media and university environment are still full of politically incorrect language. In the last decade some traditional notions of masculinity were strongly publicized and they are part even of the university environment. Moreover, gender history or history of masculinity was not present in the curriculum of my department. This paper is based on the record of teaching and learning in my course “Masculinity in Bulgarian Politics 1879-1944” created and taught during the academic years 2004-2005. It is going to make an attempt at some contextual analyses how and to what extent this course change students’ vision of society, their thinking on gender issues and their vision of masculinity as a phenomenon in historical and contemporary perspective.

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Gavril Flora, Georgina Szilagyi: Enhancing Research Skills of Students Through the Teaching of Regional Studies: A Case Study of Curriculum and Teaching Methodology Development

Based on the reflections of the authors which emerged as the outcome of a curriculum development and course portfolio project supported by the Curriculum Resource Center of Central European University, this paper is discussing a case study of reforming social science curriculum and teaching methodology through the implementation of an interdisciplinary, regional, integrated and problem-centered educational approach, with a particular focus on linking teaching with research.

The project was implemented in partnership by two universities located on both sides of the Romanian-Hungarian border: Partium Christian University – Romania and the University of Debrecen ( Hungary). The core idea was to replace passive reception of knowledge (through passive audition of lecturing and subsequent memorizing) with a focus on active methods: discussions in the classroom, problem raising (by students or by lecturer), problem-selecting (together by students and lecturer) and problem solving (through group work followed by debate, homework, discussing policy research papers and case studies, student projects).

The assessment of the learning outcomes as they can be traced from the analysis of student final papers provided a valuable empirical evidence for assessing both the successful and the less successful aspects in our approach, and generally confirmed the validity of our preliminary pedagogical considerations and hypotheses which stood at the basis of the methodological choices we made. At the same time, the signals collected from the teacher-student and student-student interactions offer a large amount of information which hopefully will help us in laying the directions for further improvement of our teaching methodology.

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Serban Olah: Teaching Economic Sociology

 The paper is focused on teaching and assessing students within a course on Economic Sociology developed and implemented over two academic years at the University of Oradea. In the first part of the article, I present the policy and conceptual framework within Sociological Higher Education in Romania. In the second part I analyze the outcomes of a course portfolio project on the course, and in particular, of two focus group interviews done with BA students and graduates from the department of Sociology who attended the Economic Sociology course. My conclusion is the necessity of changing the traditional style of teaching and assessing sociology at higher educational level and replacement of the old style of teaching with one based on labor market’s requirements and on students’ needs.

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Zhelyu Vladimirov: Acquiring New Tools And Skills For Analyzing The Economic Phenomena

The paper presents my experience in the scholarship of teaching and learning I engaged in the portfolio project of the CRC at the CEU. It consisted in the introduction of the Economic Sociology course for students in economics and business. The main goal of the course was to equip students with new methodological tools and skills for analyzing economic phenomena not as separate, but as embedded in social structures. I present six cases, which highlight different aspects of how students can successfully or not so acquire those skills.

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Laura Laubeova and Ilona Klimova-Alexander: Developing transferable skills in interdisciplinary policy related context in higher education

 As the European Union (EU) moves towards a knowledge-based society, equipping students with transferable skills becomes crucial not only for their success in the labour market but increasingly also in all facets of ordinary life in the ever more complex modern globalised society. This paper describes our attempts to develop students’ transferable skills, namely comprehension, argumentation, critical thinking and policy implication (application of theoretical concepts and arguments for practical policy recommendations) skills, through introducing new assessment techniques into higher education in the Czech Republic. We experimented with the use of the AQCI reaction paper method, standardized assessment marking sheets, re-writes policy and partnership, peer and self-assessment and tested the two following hypotheses:
1) Using standardized assessment marking sheets, re-writes policy and partnership, peer and self-assessment leads to improvement in students’ analytical and writing skills and better understanding of the concept of construction of knowledge by both the students and the assessors.
2) The students’ ability to relate a topic to personal experience correlates with better skills to formulate policy implications.

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