The most basic definition of scholarship of teaching and learning that I use is that it is faculty undertaking systematic inquiry of learning in his or her own classroom. Every time a professor or a teacher teaches a course they're engaged in an experiment; the syllabus is a hypothesis that if I teach the class this way, if I teach this material in this order, and if students do these things, then I hypothesize that something will happen. Students will learn, they'll grow, they'll benefit, and that's how we play out every single time we teach.

What's missing is that final step of what an experimental mode would be, which is this is my hypothesis, this is the unfolding, and now I have to look very closely at the results and reexamine my hypothesis. So that loop closing happens always in some informal way.

For the Scholarship of Teaching and Learning (SoTL) to be understood as significant intellectual work in the academy, SoTL practitioners need to identify shared principles of good practice. While honoring the diversity of SoTL in its many forms across the globe, such principles can serve as a heuristic for assessing work in our field. These principles include (1) inquiry into student learning, (2) grounded in context, (3) methodologically sound, (4) conducted in partnership with students, and (5) appropriately public. Taken together, these five principles can be guideposts for developing and refining individual SoTL inquiries and larger SoTL initiatives. These principles also can clarify and demystify SoTL to those on our campuses who evaluate our work, helping us to make the case for institutional resources and support for SoTL. Even more importantly, these principles articulate a vision of a scholarship that enhances, perhaps even transforms, teaching and learning in higher education.

What are the foundational moments of meaningful scholarship of teaching and learning (SoTL) projects? How do teacher-scholars collect, develop, and share useful insights about student learning? How do they work through the pinch points that frustrate, confuse, or elude many SoTL practitioners? By unpacking SoTL processes through rich narratives that illustrate what they look like, this collection offers inspiration to anyone at any stage of engagement with SoTL.This book takes discussions of SoTL to a new level. Its subtitle reflects the microscopic lenses SoTL processes can apply to student learning experiences to understand how they happen, what they look like, what they mean, and what we can do about them. Going beyond definitions, how-to, theory, and debates about methods and standards, the contributors offer a SoTL primer documenting how practitioners have intentionally thought through key moments in their work. These procedural vignettes present powerful examples of what doing SoTL looks like when done well.The authors represent a range of disciplines (the humanities, social sciences, natural sciences, and professions) and a mixture of familiar and unfamiliar names. Nancy Chick has selected contributions that compellingly illuminate why their authors focused on a particular critical moment, the questions they asked as they refined their approaches, and the theoretical and observational tools they employed to conduct their research. Each introduces a specific critical moment in doing SoTL, taking the reader through the author’s reflections, concerns, and choices in doing meaningful SoTL work.The aim is to support potential practitioners, inform educational developers who teach new SoTL practitioners, and inspire experienced SoTL scholars to reflect on their own practice. This is a compelling collection for anyone interested in practitioner reflection, intentional design, and advancing the field of SoTL and the quality of teaching and learning.