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Abstract
This article is part of a decade-long research program whose goal is to understand the role published SoTL scholarship plays in the teaching lives of faculty. Using data from a survey administered at three points over the last ten years (2012, 2017, 2023), the project aims to answer four research questions: Who in the professoriate utilizes published SoTL for the purpose of enhancing their teaching effectiveness? How much do SoTL-engaged faculty use the literature? What content do SoTL-engaged faculty examine? Are there differences between SoTL-engaged faculty and those who are not? Analysis of the responses yielded four key insights. First, the proportion of faculty who engage published SoTL has been rising over time. Second, although the level of faculty engagement has been rising, the depth of that engagement has been relatively shallow and is trending downward. Third, though SoTL-engaged faculty have shown the greatest interest in material related to face-to-face course content, interest in online modality content has been rising. Finally, of the individual and institutional variables examined to distinguish the engaged from the non-engaged, the only statistically significant correlate is gender. Faculty who identify as female are more likely than their male counterparts to active engage published SoTL.
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