Humanities & SoTL: 2 Bibliographies

After a lively discussion of “Controls in SoTL” on the POD listserv in early July, I worried that some of the key folks in the position to encourage, support, and define SoTL on campuses might still be sending the message that SoTL should look like something that many of us don’t recognize as speaking to, with, or for us.

As has been argued from many corners of SoTL’s “big tent” (Huber & Hutchings 30), this impression can have dramatic consequences.  As Gary Poole explained so eloquently in “Square One: What Is Research?”* such “retrenchment” will “restrict the range of participants in SOTL,” as well as “the voices of teachers and learners we might hear and who might hear us” (149).

Yet no matter how many articles, books, panels, presentations, posters, keynotes, workshops, videos, and blog posts we put out there, we frequently have to go back to the beginning and start the conversation anew.  And so to facilitate the conversation more easily next time, and to give us something to share as an invitation to the field, I put together a bibliography called “SoTL for Humanists: Issues & Illustrations” with two parts:

  1. “The Humanities & SoTL: A Primer”
  2. “Annotated Illustrations of the Humanities in SoTL”

But first, a caveat and a hat tip.  The first section isn’t comprehensive, but it’s a start. The second section relies heavily on the ISSOTL’s Arts and Humanities Interest Group for our earlier work in starting an annotated bibliography of model articles. I’ve added a few new ones and commit to keep at it.

Click here to see “SoTL for Humanists: Issues & Illustrations.”

*  “Square One: What Is Research?” should be required reading by anyone interested in SoTL.

Works Cited

Huber, Mary Taylor, and Pat Hutchings. The Advancement of Learning: Building the Teaching Commons. San Francisco: Carnegie Foundation for the Advancement of Teaching/Jossey-Bass, 2005.

Poole, Gary. “Square One: What Is Research?”  The Scholarship of Teaching and Learning In and Across the Disciplines. Ed. Kathleen McKinney. Bloomington, IN: Indiana University Press, 2013. 135-151.