Engaging in SoTL through a Two-Year Program: Challenges, Success Factors, and Powerful Support Strategies

Abstract

How can universities create the right conditions for faculty to engage meaningfully in the Scholarship of Teaching and Learning (SoTL)? While SoTL can enhance teaching quality, foster professional growth, and raise the profile of teaching, faculty often encounter several challenges when engaging in SoTL. This poster examines how institutions can create more favorable conditions for SoTL and identifies effective strategies for supporting faculty. It presents findings from a study of a two-year SoTL program at the University of Amsterdam. The program, co-funded by the university’s teaching and learning centre and participants’ departments, offers mentoring, interdisciplinary dialogue, and allocated time (one day per week) to participants conducting SoTL projects. To explore participants’ experiences, the research team conducted semi-structured interviews with 16 members of the first cohort. We then analyzed data thematically: we coded transcripts inductively iteratively refined those codes, and grouped patterns into overarching themes. Participants valued the combination of individual mentoring and peer exchange, yet many struggled to protect their allotted time and engage colleagues in their projects. Unfamiliarity with SoTL and its norms appeared to underlie several of the participants’ challenges, including uncertainty about expected outputs and impact. We argue that two support strategies are key: building collective understanding of SoTL’s purposes and quality standards, and involving stakeholders to embed SoTL within departments. These principles reinforce each other, enabling SoTL to take root institutionally. The poster further outlines the program design and lessons learned. Findings may be transferable to institutions seeking to strengthen SoTL engagement, helping them anticipate challenges and design powerful support structures.