We define the Scholarship of Teaching and Learning (SoTL) as a systematic, inquiry-based approach in which educators, often collaborating with students, serve as both instructors and researchers. By examining their teaching methods and the learning experiences of their students, they gain deeper insights into what works in a particular educational setting.

SoTL inquiries can be small-scale—focusing on the experiences of a single instructor or group of students—or broader, examining institutional policies or entire teaching cultures. It can be carried out by individuals or by groups that include teachers, students, and other higher-education staff.

A defining feature of SoTL is its reliance on appropriate, rigorous methodologies—be they empirical or theoretical—combined with critical reflection on existing knowledge. Importantly, SoTL work is shared publicly, contributing to a broader “teaching commons.” By publishing findings or presenting them locally, educators invite peer review and discussion, fostering a culture of scholarly teaching that benefits both individual instructors and the wider educational community.

Ultimately, SoTL aims to expand collective understanding of teaching and learning. Whether focused on student outcomes, curriculum design, institutional structures, or other relevant aspects of higher education, SoTL promotes an evolving, reflective community of educators who continually refine and improve their teaching practices.