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Scholarly teaching is what every one of us should be engaged in every day that we are in a classroom, in our office with students, tutoring, lecturing, conducting discussions, all the roles we play pedagogically. ... But it is only when we step back and reflect systematically on the teaching we have done, in a form that can be publicly reviewed and built upon by our peers, that we have moved from scholarly teaching to the scholarship of teaching. Lee Schulman, President of the Carnegie Foundation for the Advancement of Teaching |
Faculty and staff at the University of Wisconsin-La Crosse are asking questions about student learning and how to improve teaching effectiveness. Through systematic, scholarly inquiry into student learning, teachers are building pedagogical knowledge, sharing their work in a peer review process, and going public with the results of their research. For a quick introduction to the Scholarship of Teaching & Learning (SoTL) and how it relates to other teaching and research activities, please read this definition.
This website provides information in support of classroom inquiry and an overview of Scholarship of Teaching and Learning activities at UW-L. For information about other teaching and learning related events, programs and services at UW-L, visit the online Center for Advancing Teaching and Learning (CATL).