This chapter introduces the learning analytics as a catalyst to transform data utilization and bolster support for the scholarship of teaching and learning.

This chapter describes a teaching and learning center's efforts to support the Scholarship of Teaching and Learning (SoTL) work of health science faculty. Recommendations and lessons learned are shared.

This article describes the need for health professions educators to consider their and others' epistemologies in their work. It introduces four categories of epistemic beliefs and discusses common topics and their relationships to epistemological traditions, including how they can conflict with one another. It also suggests a mechanism for…

The purpose of this survey-based research study was to assess factors that higher education faculty identify as enabling and inhibiting their participation in the Scholarship of Teaching and Learning (SoTL) across multiple U.S-based institutions of higher education. Within the current "fourth wave" of SoTL, we identify the need for…

This chapter describes the results of a survey-based study intended to provide insight into the existence and degree of empirical support for the elements of strong teaching cultures in colleges and universities where faculty members participate in the Scholarship of Teaching and Learning (SoTL). The findings contribute to the larger body of…

This chapter provides an analysis of the institutionalization of SoTL at University College Cork in Ireland, offers some guiding questions to help individuals or groups reflect critically on their own SoTL institutionalization journeys, and suggests implications for further research on how institutionalization processes inform academic identity…

This chapter describes how profession based hierarchies (stratified social orders between professions) may appear in a teaching context of interprofessionality involving a variety of health professions presenting challenges to learning and offers suggestions on how these challenges can be overcome.

In this chapter, I consider what might happen if the pandemic acts as a portal for teaching and learning in higher education. I suggest the need to make commitments to five interlocking characteristics of post-pandemic pedagogy: Context, Learning, Equity, Agency, and Relationships. The future of teaching and learning, in short, is CLEAR.

Growth mindset is an important psychological factor for effective instruction. This chapter discusses how mindset affects learning and achievement, offering a wealth of tools that can help students and instructors understand and utilize a growth mindset.

This chapter offers a "how-to" guide for getting started in the scholarship of teaching and learning addressing ethics and humanities in health professions education. It provides an overview of the current state of medical humanities education scholarship, addresses challenges to effective scholarship, and examines case studies in…

This chapter outlines the historical growth of the Scholarship of Teaching and Learning (SoTL) in Canada leading up to the formation of SoTL Canada and the development of this volume.

In this chapter, we reflect on and analyze the impact of a confluence of events that led us to reconceptualize our approach to supporting the Scholarship of Teaching and Learning at our institution.

Drawing on the concepts of emergent and appointed leadership, this article expands on the role of social networks in SoTL (Roxå and Mårtensson 2009, 2012); Williams et al. [Williams, et al. 2013) by examining the nature of these networks, relationships between these networks, and support for them, in order to theorize how institutions can foster…

This chapter describes three research-informed SoTL initiatives undertaken at the McMaster Institute for Innovation and Excellence in Teaching and Learning and presents preliminary evidence of their impact on teaching, learning, and SoTL.

This chapter reports on a national study exploring the current state of the Scholarship of Teaching and Learning (SoTL) and assessing the perceptions of Canadian SoTL scholars at the micro (individual), meso (departmental), macro (institutional), and mega (disciplinary) contexts.