Society for the Teaching of Psychology: Division 2 of the American Psychological Association


The majority of published evidence about the scholarship of teaching and learning (SoTL) has focused on benefits that accrue to students when faculty use SoTL-based approaches. This edited volume, however, provides perspectives on how using SoTL can be helpful for faculty who use SoTL in their teaching. Authors focused on providing faculty members with the rationale for using SoTL in their teaching and with concrete steps they can take (and pointers they can use) in applying SoTL to the classroom, job search, and tenure/promotion process.

ISBN: 978-1-941804-37-7

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Table of Contents (page)

Introduction 3
Randolph A. Smith and Beth M. Schwartz
An Overview of SoTL: What, Where, Why, and How 5
Pam Marek
SoTL Matters: The Relevance of SoTL to the Academic Job 18
Regan A. R. Gurung
Ethical Issues in SoTL 24
Elizabeth V. Swenson
Developing a SoTL-Based Lesson 34
Christopher J. Devers and Erin E. Devers
Developing a SoTL-Based Course 44
Todd Zakrajsek
How SoTL Can Aid in the Academic Job Search 55
Robert A. Bartsch and K. Laurie Dickson
Making It Count: How SoTL Can Aid in the Tenure/Promotion Process 66
Jared R. Ruchensky and Matthew T. Huss
How SoTL Can Aid in the Academic Classroom 73
Meera Komarraju
How SoTL Can Contribute to Faculty Development and Institutional Decisions 81
Thomas P. Pusateri
Finding a Home for Your Scholarship of Teaching and Learning:  A Few Outlets to Consider 89
Andrew N. Christopher
Author Biographies 98


Feedback regarding the editorial content of this book or any of its essays should be directed toward the individual authors or the book's editors. They (authors and editors) are solely responsible for the substance of the text. Feedback regarding technical matters of formatting or accessibility of this text via the online environment of the Internet should be directed to the Internet Editor. If you have any complaints or difficulties in accessing these materials, be sure to provide as detailed a description of your problem(s) as you can; you should include information about the browser you are using and the type of computer you are using.

Copyright and Other Legal Notices

The individual essays and chapters contained within this collection are Copyright © 2015 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2014 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author's name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) <> appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use).  No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials.

Suggested Reference Format

We suggest that the overall text be referenced in this fashion:

Smith, R. A., & Schwartz, B. M. (Eds.). (2015). Using SoTL to enhance your academic position. Retrieved from the Society for the Teaching of Psychology web site:

Individual chapters may be referenced in this fashion:

Ruchensky, J. R., & Huss, M. T. (2015). Making it count: How SoTL can aid in the tenure/promotion process. In R. A. Smith & B. M. Schwartz (Eds.), Using SoTL to enhance your academic position. Retrieved from the Society for the Teaching of Psychology web site:

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