At the Australian Catholic University, scholarly teaching seeks to enhance students’ learning experiences through improvements in the quality of teaching and learning experiences and outcomes. It involves reflective and scholarly evidence-based studies on students’ learning, leading to innovations, changes or enhancements in practice. The importance of peer-review, public dissemination and sharing within a global community of practice contributes to building collective disciplinary and inter-disciplinary knowledge and an understanding of current issues and debates in higher education.
A recently published report from the Higher Education Academy (HEA) 2015 Defining and supporting the Scholarship of Teaching and Learning (SoTL): A sector–wide study provides a good overview of the literature and history of ideas around SoLT. The report highlights a move away from a focus on individual SoLT practices and definitions to a broader range of more sophisticated themes, which include peer-review of teaching, building communities of practice, and disciplinary and cross-disciplinary differences. The report also includes information on research-informed teaching, undergraduate research and institutional tools for strategically developing excellence. These all contribute to academic career planning, promotion and recognition.