- 51社区黑料
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- Cfp: 2026 SoTL Symposium [Deadline: May 04, 2026]
- 2026 Graduate Students in Teaching Conference [May 05-06, 2026]
- Teaching with AI: May 5, 2026 [May 05-14, 2026]
- Brave Conversations: Revisiting and Rethinking "Risk" in SoTL [May 07, 2026]
- 2026 Teaching and Learning Innovations Conference [Deadline: May 08, 2026]
- 3rd Annual Thompson-Okanagan Teaching and Learning Conference [May 13-14, 2026]
- Supporting vs. Doing Student Work: Experiments with Offline AI In the Classroom [May 14, 2026]
- Panel Discussion: Research Ethics and SoTL [May 15, 2026]
- SoTL Canada Journal Club: Developing a SoTL Identity [May 19, 2026]
- FLO MicroCourse: Write your Teaching Philosophy Statement [May 19-26, 2026]
- Teaching with AI: May 19, 2026 [May 19-28, 2026]
- 2026 Annual STLHE/SAPES Conference [Deadline: May 25, 2026]
- Cfp: Graduate Students/Post-docs Teaching in Higher Education Conference [Deadline: May 25, 2026]
- ETUG Spring 2026 Workshop: Collaboration, Co-creation, and Creativity in EdTech [May 28-29, 2026]
- Teaching with AI: June 1, 2026 [June 01-10, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
SoTL Canada Journal Club | Developing a SoTL Identity: Barriers, Motivations, and Institutional Context [May 19, 2026]
SoTL Canada Journal Club | Developing a SoTL Identity: Barriers, Motivations, and Institutional Context
Monday May 19, 2026, 1-2 pm ET.
Monday May 19, 2026, 10-11 am (Vancouver time)
Online
Registration will open soon!
How do educators come to see themselves as SoTL scholars, and what motivates them to engage in this work despite institutional barriers?
Join us for the next session of the SoTL Canada Journal Club. This journal club brings together educators, educational developers, and researchers from across Canada to discuss timely SoTL research and its implications for practice and institutional culture in higher education.
In this session, we will be discussing the following paper:
- Aspenlieder, E., Clow, K., & Mathany, C. (2017). Exploring the role of the Scholarship of Teaching and Learning in the context of the professional identities of faculty, graduate students, and staff in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3).
This paper explores how scholars across different roles in higher education come to see themselves as SoTL practitioners, including the motivations that draw individuals to SoTL, the barriers they encounter, and the institutional contexts that shape engagement with SoTL.
We're especially pleased to share that two of the paper's authors, Dr. Erin Aspenlieder and Clarke Mathany, will be joining the session to participate in the discussion and engage with attendees.
To learn more: