ABSTRACT
Kreber and Cranton (2000) asserted that the scholarship of teaching and learning (SoTL) enhances the reflection process by drawing attention to one’s teaching. They stressed the interdependence of pedagogical, instructional, and curricular knowledge culminating in efforts put forth to study one’s teaching. Feezel and Welch (2000) concurred, arguing that the scholarship of teaching and learning “affects teacher’s choice of classroom activities, goals behind various class methods, and the ways in which they are used” (p. 252). Thus, “the scholarship of teaching begins with what a teacher knows, and then transforms and extends that knowledge through systematic study and critical reflection” (Litterst & Tompkins, 2001, p. 9). Results of the SoTL research reveal a growing body of findings employing a multiplicity of methods to enhance educators’ pedagogical, instructional, and curricular knowledge. Although each SoTL scholar explores the efficacy of her or his own classroom, important implications can be drawn across studies for other educators and for those pursuing future research based in the meta-analytic reviews in this volume.
