A call for expanding inclusive student engagement in SoTL


  • Peter Felten Elon University
  • Julianne Bagg McMaster University
  • Michael Bumbry Loyola University Chicago
  • Jennifer Hill University of the West of Englans
  • Karen Hornsby North Carolina A&T State University
  • Maria Pratt McMaster University
  • Saranne Weller King's College London




SoTL, student engagement, inclusion, identity, student voice


Scholars in higher education increasingly recognize the transformative potential of student-faculty partnerships focused on inquiry into teaching and learning. However, some students tend to be privileged in SoTL initiatives while others are discouraged, implicitly or explicitly, from engaging in this work. In this paper, we consider why certain students tend to be excluded from SoTL, summarize the possible developmental gains made by students and faculty when diverse student voices are included, and highlight strategies for generating a more inclusive SoTL. We call for expanding student engagement in SoTL by encouraging a diversity of student voices to engage in co-inquiry with faculty. Inclusive engagement has tremendous potential to enhance student and faculty learning, to deepen SoTL initiatives, and to help redress the exclusionary practices that too often occur in higher education.


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Author Biographies

Peter Felten, Elon University

Peter Felten, PhD, is Assistant Provost, Director of the Center for Engaged Learning and the Center for the Advancement of Teaching & Learning at Elon University, North Carolina, USA.

Julianne Bagg, McMaster University

Julianne Bagg, HBSc, is a recent graduate of the Honours Integrated Science program at McMaster University, Hamilton, Canada.

Michael Bumbry, Loyola University Chicago

Michael Bumbry, M.Ed., is a Ph.D. student in the Higher Education Administration program at Loyola University Chicago, USA.

Jennifer Hill, University of the West of Englans

Jennifer Hill, PhD, is Associate Professor in Teaching and Learning at the University of the West of England, Bristol, UK.

Karen Hornsby, North Carolina A&T State University

Karen Hornsby, PhD, is an Associate Professor of Philosophy at North Carolina A&T State University in Greensboro, North Carolina, USA.

Maria Pratt, McMaster University

Maria Pratt, RN, is a PhD student and Nursing Instructor at McMaster University in Hamilton, Canada.

Saranne Weller, King's College London

Saranne Weller, PhD, is Assistant Director and Senior Lecturer in Higher Education in King’s Learning Institute at King’s College London, UK.


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How to Cite

Felten, Peter, Julianne Bagg, Michael Bumbry, Jennifer Hill, Karen Hornsby, Maria Pratt, and Saranne Weller. 2013. “A Call for Expanding Inclusive Student Engagement in SoTL”. Teaching and Learning Inquiry 1 (2):63-74. https://doi.org/10.20343/teachlearninqu.1.2.63.



Articles: International Perspectives on the Practice of SoTL