So you want to know about SoTL? Resources for Learning to Research your Classroom

Ever tried something new in your course and wondered, “Did that actually help my students learn?” That question is the seed of the Scholarship of Teaching and Learning (SoTL): systematic, shareable inquiry into teaching and learning in your own classroom. Here’s how to move from a hunch to a study in six steps, with readings and campus partners for each one.

Want the whole journey on one page? Developing a scholarly approach and contributing to conversations about teaching and learning (opens in new tab) (Glessmer et al., 2025) maps a simplified SoTL workflow, and a reassuring reminder that looping back to earlier steps is part of the process.

Step 1: Start with a question

Write down the question about student learning you’re curious about. Surprising, puzzling, or frustrating moments in your teaching are great places to look. A good rule of thumb: if you are asking a question about learning in your own context, gathering evidence to answer it, and planning to share what you find with others, you are probably doing SoTL.

• Not sure where your project falls? Trisha Poole’s short post, How do I know if I’m doing research or SoTL? (opens in new tab), walks through the distinction.
• Want the big picture? Kern et al. (2015) (opens in new tab) trace how SoTL grew out of Boyer’s Scholarship Reconsidered and where it fits in the academy today.
• Already redesigning a course? The scholarship of teaching and learning paradox (opens in new tab) (Walker et al., 2008) shows how a course redesign you’re already planning can double as a SoTL project.

Step 2: See what others have learned

Skim one or two foundational readings to sharpen your question and see how others have approached similar ones. Most of these are about a 15–20 minute read.

• Principles of good practice in SoTL (opens in new tab) (Felten, 2013): five principles to check your project against, from inquiry focused on student learning to partnering with students.
• Faculty learning processes (opens in new tab) (Gayle et al., 2013): a model of how faculty move from scholarly teaching to SoTL.
• The transformative potential of the scholarship of teaching (opens in new tab) (Kreber, 2013): why SoTL can change how we think about our teaching, not just what we do.
• Evidence of the impact of SoTL purposes (opens in new tab) (Trigwell, 2013): what the research says about whether SoTL actually improves student learning.

Who can help

Step 3: Find your people

SoTL is better with company. A colleague, a student partner, or a small team can bring skills you don’t have yet and keep the project moving.

• Getting started in SoTL research: Working as a team (opens in new tab) (Faulconer, 2021): matches each principle of good SoTL practice to a team role, so you can see what a collaborator might bring.
• The power of social networks (opens in new tab) (Williams et al., 2013): how SoTL spreads through conversations among faculty, chairs, and campus leaders.

Who can help

Step 4: Pick methods that fit your question

Start with your question, then choose a method (or two) that can actually answer it. These quick primers include visual overviews that are handy to keep open while you plan.

Designing your study

• Research design in social science research (opens in new tab) and Research methods in social sciences (opens in new tab) (Societyopedia, 2026d, 2026b): overviews of the main design types and approaches.
• Conceptualizing and communicating SoTL (opens in new tab) (Miller-Young & Yeo, 2015): a framework that maps SoTL studies by methodology and learning theory, with real examples of each.

Qualitative approaches

Good for “how” and “why” questions: student reflections, interviews, focus groups, open-ended survey responses.

• Qualitative research simply explained (opens in new tab) (Kharbach, 2025)
• Qualitative research methods (opens in new tab) (Societyopedia, 2026a)

Quantitative approaches

Good for “how much” and “did it change” questions: pre/post assessments, grade comparisons, Likert-scale surveys.

• What is quantitative research according to authors? (opens in new tab) (Kharbach, 2023a)
• Quantitative research methods (opens in new tab) (Societyopedia, 2026c)

Mixed methods

Many SoTL projects combine both: a survey that shows what changed, plus reflections that show why.

• Mixed methods research definition and examples (opens in new tab) (Kharbach, 2023b)

Who can help

Step 5: Get IRB-ready

Because SoTL usually involves your own students, most projects that you plan to share or publish need a conversation with the Institutional Review Board (IRB) before you collect data. The IRB decides whether your project needs review and at what level, so check in even if you think your study is low-risk or exempt.

A few SoTL-specific things to think through as you plan:

• Consent and power: Students may feel pressure to participate when their instructor is the researcher. Consider having a colleague handle consent, or keeping participation anonymous until grades are submitted.
• Existing coursework: If you want to analyze assignments, grades, or discussion posts, ask the IRB how to do that ethically, ideally before the semester starts.
• Timing: Build in time for review so it doesn’t squeeze your data collection window.

For a deeper look, Being ethically minded (opens in new tab) (Healey et al., 2013) offers a matrix of questions to weigh how your project affects students, colleagues, and the research community.

Who can help

Step 6: Share what you learned

SoTL becomes scholarship when it goes public. Sharing can be as informal as a department meeting or a CTL event, or as formal as a conference presentation or journal article. Plan where and how you’ll share early, since it can shape what data you collect.

Who can help