By Professors Earle Abrahamson and Martina A Doolan – University of Herfordshire.
Engaging in the Scholarship of Teaching and Learning is often described as both inspiring and challenging, and this was a central theme in our workshop at the ANTF Symposium in Newcastle on 12 May 2026. Many colleagues begin their SoTL journey with a strong desire to enhance student learning, yet quickly encounter a familiar difficulty: how to translate that enthusiasm into a clear and meaningful inquiry. What quickly became evident during the session is that the challenge is rarely a lack of interest. Instead, it lies in moving from a general sense of curiosity toward a focused question that can genuinely deepen our understanding of teaching and learning.
We began by acknowledging that teaching is inherently complex. Everyday practice is full of moments that spark curiosity such as unexpected patterns in student engagement, variation in assessment performance, or differing responses to feedback. These moments matter, but they are often fleeting and difficult to capture unless we pause deliberately to reflect. A key part of the workshop therefore focused on helping participants reconnect with these experiences and ask themselves a simple but powerful question: what is the teaching moment that has stayed with you, and why does it matter? This shift from general concern to specific reflection proved to be a critical starting point for meaningful inquiry.
From this foundation, we explored what makes a strong SoTL question. Participants quickly realised that a good question goes beyond describing a problem. It needs to uncover something deeper about how learning happens. This involves thinking not only about what we observe, but also about what we want to understand or change. Colleagues were encouraged to consider how their question might evolve by asking how something works, for whom it works, and under what conditions. This allowed participants to move from surface level curiosity toward questions that carry intent, clarity, and purpose.
Designing a SoTL project, however, introduces a new layer of complexity. Many participants reflected on the difficulty of choosing appropriate methods or knowing where to start. A key message from the workshop was to begin with the type of knowledge sought rather than the method itself. Whether the aim is to understand student experience, track change over time, or explore relationships within learning contexts, this starting point helps ensure that design choices remain aligned with the question. Participants also explored the importance of identifying feasible sources of evidence, often drawing on data already available within their teaching environments.
Ethical considerations and feasibility were also central to the discussion. SoTL research frequently involves students, which brings important responsibilities around consent, confidentiality, and inclusion. Participants engaged in open conversations about balancing ambition with realism, recognising that sustainable inquiry is often built through manageable, well defined projects rather than overly complex designs. This was particularly important in a context where many colleagues are managing heavy workloads alongside their teaching and research commitments. Another area that generated rich discussion was the challenge of alignment. Even with a strong question and thoughtful design, a project can lose coherence if the evidence collected does not directly address the question being asked. The workshop encouraged participants to return continually to their central question and to ensure that each element of their project, from design to analysis, contributes meaningfully to answering it. This process of alignment was framed as an ongoing discipline rather than a single step.
.We also explored the importance of communicating SoTL effectively, particularly through the crafting of titles. While often seen as a minor detail, participants came to recognise that a title plays a crucial role in shaping how a piece of work is understood and received. A strong title communicates purpose, context, and focus, while inviting engagement from others.
Perhaps the most significant outcome of the workshop was the recognition that SoTL is not simply a technical process but a developmental and reflective journey. Many participants spoke openly about their initial uncertainty and the value of having space to think, discuss, and refine their ideas collaboratively. Through these conversations, SoTL emerged not as an individual pursuit but as a shared endeavour, shaped by dialogue, feedback, and collective insight.
Ultimately, the workshop reinforced that designing impactful SoTL projects requires more than method. It requires curiosity, reflection, and the confidence to explore uncertainty. When colleagues are supported to move thoughtfully from experience to inquiry, they not only strengthen their own practice but also contribute to a wider culture of educational scholarship that values insight, evidence, and genuine impact.
