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The effort to theorize and do research on university teaching is laudable, but in many cases rather unclear. This is particularly the case in Canning & Masika where they criticize SoTL but don't give any options.

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liked the Vithal approach to deploy soTL as a conceptual lens (p.469)

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Teaching is something that can be informed and improved my scientific knowledge and practice.

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Teaching is something that can be informed and improved my scientific knowledge and practice.

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Not as scholarly as I would like to be due to my employment situation.

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I liked Kreber - very clear

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One take home for me is that while there are many publications on teaching, not all of these fall into a scholarly approach. Simply reporting on what you did without placing it within the current literature and a theory does little to advance the field of education research.

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Very worth striving for. Getting informed by theory, making your own experiences, evaluating teaching, and sharing knowledge and experience. It all sounds very good. I see a big challenge in the evaluation part.

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Not sure. The point of the paper is to argue for the taxonomy, which makes sense. However, the bigger point seems to be to argue for more scholarly scrutinity of teaching by teachers. It seems taken for granted that scholarship is better than excellence but I do not find the arguments convincing.

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Teaching must be evaluated, and shared. Definitions is (as always) important.

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Teaching must be evaluated, and shared. Definitions is (as always) important.

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I think my teaching reflects some key elements of the scholarship of teaching and learning, thanks to my previous trainings in the Professional development course 1 at Stockholm University and my graduate school at City University of New York.

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I think my teaching reflects some key elements of the scholarship of teaching and learning, thanks to my previous trainings in the Professional development course 1 at Stockholm University and my graduate school at City University of New York.

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One thing I found contradictory is the notion that SoTL is supposed to be peer-reviewed while local sharing of experiences was looked down upon. At the same time, much is context specific, something that was seen as important with SoTL as well.

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Quite scholarly actually, I have one paper on review even, BUT I'm also feeling very  superficial and embarrassed about my baby steps in the field, and it takes a LOT of time to read up on new materials and theory which sometimes to be honest feel quite flimsy and bla-bla-bla to me

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I enjoy trying out new things in the classroom, but beyond some reflections I do not go deeper into why or why not something worked or did not

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I have ambitions in that direction, but alas, time constraints often hamper them. I draw on my own research, but little more right now.

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Feels like the concept is chasing something which with the current academic system is difficult to achieve, we lack time and resources to engage in  treating our teaching as research, and to write about it in that way. 

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Feels like the concept is chasing something which with the current academic system is difficult to achieve, we lack time and resources to engage in  treating our teaching as research, and to write about it in that way. 

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The distinction between scholarly approach and scholarly output resonates the most with me. Personally, I think it is important to do both and I have previously published on didactics in my specific field. However, I am not sure that everyone, every teacher and every researcher, needs to do both. Scholarly output should maybe be reserved for those with a special interest and a certain competence. Perhaps it is also more relevant or important in certain academic fields. A scholarly approach, in contrast, seems more like a requirement to me (doesn't that more or less equal "forskningsanknytning"?). We should be aware of our teaching principles, choose and use methods with caution, evaluate our teaching and implement changes as needed. This seems like a minimum for a university teacher/teaching researcher.

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I would like to be scholarly in my teaching and have notions of doing so, but when it comes time to prepare classes I simply don't have time at the moment. I'm still new to teaching, so perhaps once I start repeating courses I will have more space to incorporate a scholarly approach.

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Boyer planted it in 1990. It's roots reach deep into the ground and a lot of soil has covered them, so the authors of the articles mention that there is confusion what this term actually means, as scholars, researchers and teachers put different foci and privilege certain aspects over others. I think, the SoTL tree and its many different branches can be productive and helpful to understand teaching as a practice better, if we make use of these branches as ressources to elevate our own practice and become aware what ressources are out there, instead of cutting them down.

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many works stemming from scholarship are lacking in proper theories and ignore previous literature in the pedagogical fields.

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that the scholarship of teaching and learning in some ways undermines research on education

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Sometimes I feel the need to sit at the checkout at Konsum, and then 104 hand-ins could fill that role

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Sometimes I feel the need to sit at the checkout at Konsum, and then 104 hand-ins could fill that role

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Not very. Lacking expertness, even if I (very ocasionally) might approach excellence.

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In principle perhaps, but less so in practice, from the articles I read at least.

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Processwise: quite scholarly. Outputwise: not so much

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Kreber (2002): Teaching skill can be not just what is performed in the classroom, but also a research skill / scholarly pursuit

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It resonates quite well with me but I'm not  sure I have to be the scholar researching my teaching, I want to concentrate on the teaching and I'm happy to share and learn but it will never be my field of expertise/research, hence and I don't want to insult others by publishing superficial stuff

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Both existing theoretical constructs as well as insights from experience are crucial for the development of good teaching. Scholars of teaching are both excellent and expert teachers, and on top of that, they share their knowledge.

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Not much. I would like to be more, but it is difficult to find the time necessary

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Not very much. To some extent I treat teaching as some time off from the more energy consuming research activities. 

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Not very much. To some extent I treat teaching as some time off from the more energy consuming research activities. 

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I read it as a useful guiding principle to reflect my teaching. But, at the same time, I read it as a professional knowledge in educational studies rather than a field that I can contribute to the scholarship by myself.

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I'd like to become better at using teaching methods that have been scientifically proven to improve student learning outcomes.

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I'd like to become better at using teaching methods that have been scientifically proven to improve student learning outcomes.

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Working on it. But still consider me as a beginner.

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Working on it. But still consider me as a beginner.

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For me the idea that there are two ways of engaging with SoTL resonates. The idea that all university teachers should be publishing well-designed research is unrealistic. But that we should be engaged in scholarly aspects of teaching and sharing that locally seems reasonable.

Further, the strict idea of SoTL seems to step on the toes of pedagogy researchers.

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not very much, but hoping to be more so with more experience

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not very much, but hoping to be more so with more experience

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don't have a lot of teaching experience, but have tried to implement techniques I learned during the UL1 course, if this counts..

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On the one hand, reflection and work following a (pseudo-) scientific process seems logical. On the other, I am not convinced scholarly and theoretical scrutiny moves practice more efficiently then simple best practice sharing

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I see the point that it is a useful way of profesionalising teaching in higher education, but publishing in a field you are not an expert in seems very complicated, especially if there are few benefits to spending the required time and efffort

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Teaching can be improved by thinking theorethically about it (e.,g Kanuka, 2011)

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Teaching can be improved by thinking theorethically about it (e.,g Kanuka, 2011)

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Not so much actually. From reading the articles I got kind of sceptical. Perhaps because of unlucky choice of articles 

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Not so much actually. From reading the articles I got kind of sceptical. Perhaps because of unlucky choice of articles 

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I find the notion of scholarship of teaching to be more of a culmination of advice from other teachers in the field.

But it is difficult to review and hence to trust it.

Difficult for scholars in different principles to write an informed article regarding teaching.

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Kanuka (2011): There's more to scholarship than publicity. Theoretical frameworks are needed.

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Teaching has to be theoretically informed.

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Teaching has to be theoretically informed.

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Promising but difficult to achieve