Our March SoTL SIG session focused on how practitioners can embed the Scholarship of Teaching and Learning (SoTL) more intentionally and sustainably within everyday teaching practice. The session was led by Dr Jo‑Anne Kelder, who presented a structured approach to SoTL organised around four interconnected practices: designing, doing, disseminating, and documenting.

A key theme throughout the session was the importance of purposeful research design. Jo‑Anne emphasised that SoTL benefits from the same rigour as disciplinary research, including clearly articulated research problems, theoretically grounded frameworks, aligned research questions, and feasible data collection and analysis plans. Particular attention was given to the challenges practitioners can face when transitioning from disciplinary research into SoTL, and how careful planning can support stronger publication outcomes and ethical research practice.

The session also explored dissemination as an integral part of SoTL, rather than a final step. Participants were encouraged to plan dissemination early and to make use of both formal and informal opportunities, such as interest groups, symposia, and practitioner conversations, to refine research narratives before journal submission. Jo‑Anne highlighted the value of collaboration and communities of practice in extending the reach, quality, and sustainability of SoTL projects.

A substantial part of the discussion focused on documenting evidence of impact, particularly student learning and experience. Jo‑Anne introduced the Australian Awards for University Teaching (AAUT) criteria as a practical organising framework for collecting and curating evidence over time. Participants discussed how routinely collected data (for example, assessment artefacts, student feedback, learning analytics, and unsolicited student communications) can be leveraged alongside targeted data collection to demonstrate sustained impact for multiple purposes, including publications, grants, awards, and curriculum renewal.

The session concluded with an interactive discussion on research evaluation, impact measurement, and strategic decision‑making in collaborative SoTL work. Questions explored issues such as developing evaluation frameworks within doctoral research, balancing multiple research collaborations, and maintaining coherence in a developing SoTL profile. The discussion reinforced the value of personal research planning and intentional decision‑making in building a meaningful and sustainable SoTL trajectory.

At a glance: Discussion topics

• Designing SoTL for impact: Moving from ad‑hoc activity to a planned approach using designing, doing, disseminating, and documenting as an integrated framework.
• Rigorous SoTL research planning: Aligning research problems, theory, research questions, data, and analysis to support ethical, publishable SoTL.
• Early and ongoing dissemination: Treating dissemination as part of the research process, not an endpoint, and using informal forums to refine scholarly narratives.
• Evidencing student impact: Using routinely collected and targeted data to demonstrate sustained impact on student learning and experience.
• Strategic collaboration and focus: Balancing collaborative opportunities with a coherent personal or programmatic SoTL research agenda.

At a glance: Community building

• Interactive reflection prompts: Participants shared examples of evidence, data sources, and assessment practices via live chat activities.
• Peer exchange of practice: Collective discussion of real SoTL challenges, including impact measurement and evaluation design.
• Open Q&A and problem‑posing: Space for participants to raise authentic research and career questions and receive community‑based responses.
• Resource sharing and signposting: References to journals, frameworks, templates, and upcoming workshops to support continued engagement beyond the session.
• Invitation to ongoing participation: Encouragement to remain connected through future SIG sessions and collaborative SoTL opportunities.

Watch the recording: If you missed the session or want to revisit the design that Jo presented, watch the full recording here: https://youtu.be/X00KTtfzMmI (It’s well worth it!)

Presentation slides: https://drive.google.com/file/d/1kA43IL4oaZBwCCpOgTjC3mCJ52dkcoAf/view?u...

Next Session: The April SIG session will be a Connect + Collaborate session where we bring our first two SIGs for the year together in discussion. It will be held on Friday, 17 April 2026, from 12pm AEST.

Resources:

• ACDS - The Framework: https://www.acds.edu.au/teaching-learning/cer-stem/the-framework/ 
• JCU's 4Q Model of Evaluation: https://www.jcu.edu.au/edqs/data-and-evaluation/teaching-evaluation/JCU-...
• Dr Jo-Anne Kelder's padlet (shared during the session): https://padlet.com/jokelder/sotl-design-for-impact-xb9dzzm6npoa5y8o

Dr Jo-Anne Kelder bio

Dr Jo-Anne Kelder is an Adjunct Senior Researcher in the College of Sciences and Engineering at the University of Tasmania. She has led institutional and national projects focusing on quality assurance of curriculum and enhancing student experience, as well as research to develop staff capability and practice in curriculum evaluation and scholarship, co-leading the inaugural Australian Council of Deans of Science Fellowship (2019-20). She contributes as AAUT assessor (2018- ), editor of Advancing Scholarship and Research in Higher Education (2020-) and Journal of University Teaching and Learning Practice (2018-2024). She is Director, Open Access Publishing Association (OAPA). She provides higher education services through Jo-Anne Kelder Consulting. Her focus and expertise are developing academic capability to embed scholarship and research-informed teaching into course curricula, writing collaboratively for publishing impact and providing review services for grants and awards applications.

HERDSA SoTL SIG – March 2026 Community Update by Dr Trisha Poole (HERDSA SoTL SIG Co-Leader, UniSQ)