Our first SoTL SIG for 2026 brought an insightful start to the year, with Dr Robyn Yucel guiding us through the foundations of scholarly teaching and its relationship with the Scholarship of Teaching and Learning (SoTL). The session was rich with thoughtful provocations and gentle demystification – perfect for colleagues who are new to SoTL as well as those looking to deepen their practice.

What is SoTL, and why does it matter?

Robyn framed SoTL as a spectrum, stretching from reflective teaching practice to full-scale research projects. Drawing on Boyer and the SoTL spectrum model, she reminded us that scholarly teaching is not a lesser form of research but a critical anchor point for improving learning and contributing to sector-wide conversations. She also distinguished SoTL from broader higher education research, highlighting that SoTL is fundamentally practice‑based and student‑centred.

Building a scholarly teaching practice

A key focus was Brookfield’s four lenses – self, students, colleagues, and literature – as essential sources of evidence and reflection. Participants shared their own scholarly routines, including Corinne Green’s wonderfully named “tweed jacket time” for intentional reading and reflection. Robyn emphasised the value of engaging with peer‑reviewed higher education literature alongside university strategies, professional networks, and sector media. 

Navigating the higher education research “seascape”

One of the highlights was Robyn’s explanation of the “seascape” of higher education research, adapted from Bruce Macfarlane’s work. She walked us through islands of sociology, reform, activism, methodology, philosophy, and pragmatism, inviting participants to consider where they felt most at home. Many resonated with the “reformist rock,” while others gravitated toward the pragmatist peninsula where much SoTL work sits. This metaphor made complex research paradigms accessible and memorable.

Hot topics and emerging directions

GenAI surfaced repeatedly in the chat, not as a standalone topic but as a lens that can reshape assessment, accessibility, learning analytics, and student agency. Participants shared current projects, including the ACPHIS cross‑institutional review of GenAI policy across Australian and New Zealand universities. 

From scholarly teaching to SoTL publishing

Robyn concluded with guidance on avoiding “reinventing the wheel” and instead designing SoTL projects grounded in gaps in the literature and informed by methodological clarity. She also shared recommended journals and introductory resources such as HERDSA’s SoTL modules, CRADLE guides, and key texts like Researching Learning in Higher Education.

Watch the recording

If you missed the session or want to revisit the conceptual frameworks and examples, watch the full recording here: https://youtu.be/hZxM9MUsDj4 

(It’s well worth it!)

Presentation Slides

https://drive.google.com/file/d/153J5b8yQkTcDXkjcFYnKInqzS1PMxMti/view

Next session

Join us in March for Designing SoTL Research for Impact with Dr Jo‑Anne Kelder on Friday, 20 March 2026, where we’ll continue building from scholarly teaching into impactful SoTL research design. Register here 

References and resources

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.

Cousin, G. (2009). Researching learning in higher education: An introduction to contemporary methods and approaches. Routledge. 

Macfarlane, B. (2022). A voyage around the ideological islands of higher education research. Higher Education Research & Development, 41(1), 107-115. https://doi.org/10.1080/07294360.2021.2002275  

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