TEF: Scholarly teaching & scholarship

Scholarly Teaching & Scholarship

This dimension describes how instructors engage in the practice of scholarly teaching and the scholarship of teaching and learning (SoTL) to reflect on their teaching practice, teaching philosophy, and research interests for the benefit of student learning. 


Key Areas of Focus:

  • Reflect on what works well and does not work well in the learning environment 
  • Engage with and reflect on teaching and learning literature, local perspectives, and research to inform teaching practice 
  • Create and continue to revise a teaching philosophy or dossier
  • Conduct SoTL research with a focus on improving student learning 

Sample Indicators of Effective Practice

Sample indicators are organized into three levels: Involved, Engaged, and Leading. Levels are not dependent on the length of time instructors have been teaching; Lethbridge College instructors begin their teaching careers with varied professional and academic backgrounds. Instead, as instructors move from Involved to Engaged to Leading levels, the complexity of demonstrated skills and tasks increases. 


Instructors at the Involved level begin to engage in reflective teaching practice, identify their teaching beliefs, and identify areas of future research in the field of teaching and learning. 


  • Reflects on lessons, focusing on the diverse needs of learners, to determine what worked well and what learners struggled with in the class 
  • Becomes aware of, reads, and reflects on teaching and learning literature  
  • Recognizes and identifies curiosities about teaching and learning from course experiences
  • Begins to articulate one’s beliefs and/or philosophy about teaching and learning based on teaching experiences 
  • Begins to develop SoTL research skills such as identifying aspects of teaching and learning to study, choosing a research methodology, and identifying potential ethical issues with research concerning students 


Instructors at the Engaged level regularly engage in reflective teaching practice and actively seek out resources, expertise, and research opportunities to help inform their teaching techniques and teaching philosophies. 


  • Invites a peer to observe classes in order to reflect on and improve teaching practices and learner experiences 
  • Uses findings from research sources (such as scholarship, IPARS, program data, colleague experiences, conferences, workshops, and institutional initiatives) to change and adapt teaching practices, assignments, assessments, or outcomes 
  • Develops a teaching philosophy and/or dossier based on teaching experiences, reflective practice, and scholarship 
  • Develops SoTL research skills such as applying for STAR Grant funding and planning to analyze and disseminate research 
  • Participates in a SoTL research project with a focus on improving student learning 
  • Involves students as research assistants in SoTL research projects 
  • Applies for research ethics and completes the TCSP2 Modules 


Instructors at the Leading level draw on their teaching experience, philosophies, varied sources of scholarship, and findings from their own teaching and learning research to inform their teaching practice and that of their colleagues. 


  • Assists others in reflecting on teaching practices and shares effective practices at department and college levels 
  • Shares and disseminates scholarship and SoTL research findings through conference presentations or journal publications for the benefit of others within and outside the college 
  • Mentors colleagues to change and adapt teaching practices based on SoTL research and scholarship from a variety of sources 
  • Has an established teaching philosophy and/or dossier that is regularly updated and is shared with colleagues 
  • Fosters SoTL research collaboration and partnerships within the institution and larger external communities 
  • Involves students as partners in the conceptualization, development, and implementation of SoTL research projects