As centers for teaching and learning increasingly offer support and leadership for the scholarship of teaching and learning (SoTL) at their institutions, educational developers need better tools to plan their SoTL programming. This article shares the work of a regional network of educational developers across six institutions in Virginia, who aimed to enhance SoTL offerings within and across their institutions. While SoTL tools and models for individual instructors proliferate, this community of practice noted a gap in support for developers doing more institution-level planning. Through their collaboration, they developed two tools for planning and launching institution-level SoTL programs: the SoTL Strategic Planning Worksheet and the SoTL Program Taxonomy. This article describes the development of these tools and assesses their implications for educational development practice.

The systematic study of teaching and learning made public—Scholarship of Teaching and Learning (SoTL)—has become an important scholarly endeavor in higher education (How, 2020). As such, Centers for Teaching and Learning (CTLs) play an important role in developing programs and support structures that enable faculty to conduct SoTL (Fukuzawa et al., 2020; Schwartz & Haynie, 2013). While a plethora of SoTL-related literature exists (see How, 2020), clear gaps remain regarding the impact of an intensive SoTL program on faculty and the integration of theory into the study of SoTL impact.

We examined, through self-determination theory, how engagement in an intensive SoTL Scholars program impacted faculty's competence, autonomy, and relatedness in conducting SoTL and the components of the program that were most influential. We first review two main areas to which the present study contributes: (1) SoTL programs and impact, and (2) conceptual and theoretical underpinnings of SoTL.

This is a book for anyone who has ever considered engaging in the scholarship of teaching and learning – known familiarly as SoTL – and needs a better understanding of what it is, and how to engage in it. The authors describe how to create a SoTL project, its implications for promotion and tenure, and how it fosters:

• Increased satisfaction and fulfillment in teaching

• Improved student learning

• Increased productivity of scholarly publication

• Collaboration with colleagues across disciplines

• Contributing to a growing and important body of literature

This guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years.

SoTL differs from scholarly and reflective teaching in that it not only involves questioning one’s teaching or a teaching strategy, but also formally gathering and exploring evidence, researching the literature, refining and testing practices, and finally going public. The purpose of SoTL is not just to make an impact on student learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning.