August 25, 2025

Scholarly Teaching vs. SoTL: A Distinction That Matters

Have you ever wondered about the difference between good teaching, scholarly teaching, and the Scholarship of Teaching and Learning (SoTL)? This post explores the distinction between the latter two, a topic that is particularly relevant for adjunct instructors at a community college.

Scholarly teaching is teaching that is informed by current research and evidence on how people learn. You are a scholarly teacher when you read about effective teaching methods in your discipline, reflect on your own practice, and systematically collect and analyze evidence from your students to improve your own course. This process is focused on a goal: enhancing learning for your students in your class.

SoTL takes this practice a step further. It begins with the same kind of thoughtful inquiry, but it adds the crucial step of “going public.” A SoTL project is a formal investigation into a question about teaching and learning, or even student success more broadly that is shared with a wider audience through a presentation or even peer-reviewed publication. The goal of SoTL is to contribute to the broader body of knowledge, not just to improve one’s own teaching.

For adjunct instructors at a community college, this distinction is important. Given the time constraints and workload, it may not be feasible to engage in a formal SoTL project as an adjunct. However, you can still be a deeply professional and effective educator by engaging in scholarly teaching. You can use evidence to inform your practice, reflect on student outcomes, and continually refine your teaching skills. This approach validates your expertise and commitment to teaching without the pressure of formal research and dissemination. Scholarly teaching is not a lesser activity; it is the necessary and powerful starting point for evidence-based educational practice.

If you would like to explore scholarly teaching and/or SoTL, contact us at the Center for Innovation.