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The SoTL Guide: An Introduction to Doing and Understanding the Scholarship of Teaching and Learning

by Nancy Chick, Peter Felten, and Katarina Mårtensson

The SoTL Guide is a practical, accessible, and engaging book that explicitly guides readers through clear steps to develop their own scholarship of teaching and learning (SoTL) project. The book is applicable to readers from across disciplines, nations, career stages, and familiarity with SoTL through clear language, defined terms, uncovered assumptions, and practical, illustrative examples. The authors invite readers to share an expansive and inclusive view of what “doing SoTL” might mean, which they see as beginning before even thinking about a project and extending well after a project is “finished.”

The book is also more than a step-by-step manual for doing SoTL; it will help readers more broadly understand what SoTL is and does, and why. The book explores the important, intermediate aspect of improvement in SoTL: the improvement of oneself as a professional academic teacher, of one’s teaching practices, and most importantly of one’s students’ learning. The authors argue for the important “going public” part of SoTL as an act of good will and generosity—as potential for collective improvement.

TILTed Pedagogy: A Collection of Evidence-Based Assignments to Inspire Learning

Edited by Shannon M. Sipes, Mandy Frake, and Jennifer C. Friberg

This edited volume presents a collection of activities and assignments from a variety of disciplines and institution types that are based in scholarly teaching and formatted using the TILT framework, which has been shown to increase equity and inclusion in student performance through transparent communication of expectations and objectives.

Learning to Lead, Leading to Learn: A Collaborative Syllabus for Higher Education Leadership

Edited by Linda Adler-Kassner and Chris W. Gallagher 

Learning to Lead is designed to guide aspiring and practicing higher education leaders to develop and deepen their own theories and practices of leadership and institutional change and to reflect on how their personal and professional identities are necessarily part of this learning. The book invites interactive engagement through its design as a collaborative “syllabus” whose readings include contributions from a range of experienced senior leaders reflecting on their own learning journeys. As such, Learning to Lead is meant to be used as much as read, both by individuals and in reading groups, workshops, seminars, and classrooms.