SoTL in verse


  • Lorraine S. Gilpin Georgia Southern University



scholarship of teaching and learning, research, student learning, praxis, assessment


This piece offers an overview of the Scholarship of Teaching and Learning (SoTL) in a nontraditional genre. It glances backward to the catalyst for the movement and traverses the context of SoTL today. Grounded in foundational literature of the field, it explores ideas about SoTL, including its purpose, nature, and characteristics. It underscores the importance of the symbiotic relationship between teaching and research and highlights improved student learning as the primary focus of SoTL inquiries. Embedded within the piece is the need for SoTL engagement to transform the educational landscape in morally and socially responsible ways. SoTL is laden with an ethic of reflexivity evidenced in actions that improve learning and the contexts in which teaching and learning occur for those in the core of the inquiry as well as others by extension.


Metrics Loading ...

Author Biography

Lorraine S. Gilpin, Georgia Southern University

Lorraine S. Gilpin is an associate professor of education and SoTL scholar at Georgia Southern University.


Atkinson, M. (2001). The Scholarship of Teaching and Learning: Reconceptualizing Scholarship and Transforming the Academy. Social Forces, 79(4), 1217-1230.

Bass, R. (1999). The scholarship of teaching: What’s the problem? Inventio. Retrieved from’sevidence.pdf

Bender, E and Gray, D. (1999). The Scholarship of Teaching. Research & Creative Activity,XX II(1). Retrieved from

Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. San Francisco, CA: Jossey-Bass.

Gilpin, L. (2009). Reflective, Reflexive, and Recursive: The Praxis of SoTL. MountainRise, the International Journal of the Scholarship of Teaching and Learning, Summer 2009.

Healey, M (2008) Students as Producers and Change Agents. SoTL Commons Conference. Georgia Southern University.

Huber, M. T. & Hutchings, P. (2005). The Advancement of Learning: Building the Teaching Commons. San Francisco: Jossey-Bass.

Huber, M. T. & Morreale, S. M. (2002). Situating the scholarship of teaching and learning: A cross-disciplinary conversation. Introduction to Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Retrieved from

Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The Scholarship of Teaching and Learning Reconsidered: Institution integration and impact. San Francisco: Jossey-Bass.

Kreber, C. (2006). Developing the Scholarship of Teaching through Transformative Learning. Journal of the Scholarship of Teaching and Learning, 6(1), 88-109.

McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Jossey-Bass.

Shulman, L. S. (2002). “Forward” in Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning. CA: The Carnegie Foundation for the Advancement of Teaching and Learning.




How to Cite

Gilpin, Lorraine S. 2013. “SoTL in Verse”. Teaching &Amp; Learning Inquiry 1 (1):117-19.