As a leading professional association, the Higher Education Research and Development Society of Australasia (HERDSA) is proud to announce the launch of the redeveloped HERDSA Scholarship of Teaching and Learning (SoTL) Modules.

HERDSA is a scholarly society for people committed to the advancement of higher and tertiary education. Its mission is to bring together and support those who are engaged in teaching in higher education, in the study of learning, teaching, and policy in higher education, and in the continuous improvement of higher education.

Understanding SoTL

The Scholarship of Teaching and Learning (SoTL) involves undertaking a systematic inquiry into teaching and student learning. It includes reflection, engagement with relevant literature, investigation of teaching practice, dissemination of findings, and implementation of improvements (Boyer, 1990; Felten, 2013).

Origins of the HERDSA SoTL Modules

Approximately eight years ago, members of the HERDSA Executive observed that many educators were interested in engaging in SoTL research but had limited access to institutional support or professional resources to guide their investigations. Recognising this need, HERDSA initiated the development of the first SoTL Modules in 2017, led by Dr Lee Partridge, Dr Deborah Clarke, and Dr Lesley Petersen. The goal was to provide members with capacity-building resources that were unique to HERDSA and captured an Australasian context. These modules combined original content with video interviews featuring academics from across Australasia who shared key insights into SoTL.

The initial suite of five modules introduced members to the nature, purpose, and process of SoTL and supported them in developing and refining their SoTL knowledge and skills.

Why Redevelop the Modules?

The higher education landscape continues to evolve, with increasing expectations for accountability in teaching, student learning, retention, and success (Australian Government, 2024; 2020). There is also a growing emphasis on continuous improvement in teaching practice through reflection and refinement (Tight, 2024).

During the past decade, SoTL research activity has increased significantly, as reflected in the exponential growth in publications, journals, webinars, and conference presentations For further details and evidence – See Figure 1 and 2 Scopus and ‘Dimensions’ results evidencing escalation of publications and outputs regarding the ‘scholarship of teaching and learning’ and ‘teaching and learning in higher education’). This trend highlights both the importance and relevance of SoTL as a field of professional practice.

Figure 1. Scopus Search – Publications and SoTL outputs from 2003–2023, showing a near doubling of outputs between 2021 and 2023.

Figure 2. Scopus Search – 2002–2024, showing the types and numbers of SoTL-related outputs.

Motivated by these developments, and with a commitment to maintaining the quality and currency of its professional resources, HERDSA undertook a full review of the SoTL Modules. This review was led by Associate Professor Alice Brown (University of Southern Queensland, HERDSA Executive SoTL Portfolio Lead), with support from Dr Olga Kozar (Macquarie University) and Dr Trisha Poole (University of Southern Queensland), both specialists in SoTL and learning design.

The review process drew upon three sources of evidence:

1. Feedback from members who had used the original modules.
2. Peer review by SoTL and learning design experts.
3. Analysis of international SoTL professional learning resources.

Following this review, the HERDSA Executive endorsed the redevelopment of the modules, resulting in a new suite of ten updated modules.

Aims of the Redeveloped Modules

The overarching aims of the redeveloped HERDSA SoTL Modules are to:

1. Introduce the nature, purpose, and process of SoTL.
2. Build capacity for members to develop and refine their SoTL knowledge and skills.
3. Inspire curiosity and support the enhancement of student engagement, equity, success, and learning.

Peer Review Endorsements

The redeveloped modules have been reviewed by international and national SoTL leaders, who have recognised their quality, structure, and pedagogical value:

“An amazing resource for the SoTL community. The modules are highly user-friendly and engaging, with an impressive level of detail and interactive components. The reflective prompts and diverse activities effectively support learners in developing both the art and science of SoTL.”
Dr Melanie (Mel) Hamilton, University of Saskatchewan, Past-President (2024–2025), ISSOTL

“A complete package that balances theory, examples, and practical advice. It is user-friendly, clear, and well-structured. I wish it had been available when I was beginning my SoTL journey.”
Dr Kashmira Dave, University of New England

“An excellent, scaffolded pathway into SoTL for early-career scholars. The modules balance accessibility with scholarly rigour and use relatable personas and reflective prompts to support deeper engagement.”
Professor Michelle Eady, University of Wollongong

“The best resource I have seen for this audience. The clarity, structure, and thoughtful use of technology are outstanding.”
Dr Julia Savage, Deakin University

“An extraordinary product. A truly amazing achievement.”
Dr Lee Partridge, University of Western Australia

Accessing the HERDSA SoTL Modules

The redeveloped HERDSA SoTL Modules are available exclusively to HERDSA members.
To access the modules:

• Log in to My Dashboard via the Member Login using your HERDSA membership email.
• If you’ve forgotten your password, click "Forgot my password" to reset it.
• Once logged in, click the SoTL page link in the right-hand menu for full details on accessing the modules.

Not a member yet?

If you're a non-member and would like to request access to the HERDSA SoTL Modules, please complete this form: HERDSA SOTL Modules Access: https://forms.office.com/r/qtb6nfxqAd

References

Australian Government. (202a4). Australian Universities Accord - Final Report. Department of Education.
Australian Government. (2020). Good practice note: Improving retention and completion of students in Australian higher education. Tertiary Education Quality and Standards Agency (TEQSA).
Boyer, E.L. 1990, Scholarship reconsidered: Priorities of the professoriate. Special Report, Carnegie Foundation for the Advancement of Teaching. New York: Jossey-Bass.
Felten, Peter. 2013. “Principles of Good Practice in SoTL”. Teaching and Learning Inquiry 1 (1):121-25. https://doi.org/10.20343/teachlearninqu.1.1.121
Tight, M. (2024). Reflection: an assessment and critique of a pervasive trend in higher education. European Journal of Higher Education, 14(2), 324-342. https://doi.org/10.1080/21568235.2023.2193345