Abstract:
This article describes the Scholarship of Teaching and Learning (SoTL)
project at the Central University of Technology, Free State (CUT) to improve
teaching and learning. Its focus is the genesis of the project, perceptions and
perspectives of staff on SoTL, challenges facing SoTL, and the perceived
significance and impact of the project. It is argued that SoTL has the potential
of advancing teaching and learning generally and within one's disciplinary
home. Thus, engagement in SoTL does not undermine one's disciplinary
work, but rather enhances reflective practice and sharing practices with peers
nationally and internationally. Quantitative data were collected by means of a
questionnaire. The chi-squared test was applied and a p-value calculated for
quantitative data of the survey. Only one area indicated significant frequency
differences at the level of alpha (0.05). The qualitative data was elicited from
written accounts by the participants and analysed in terms of emerging
themes and issues. The article concludes that: engaging in SoTL
encompasses scholarly teaching and meaningful learning; enhances
scholars' contributions to their disciplines; involves a scholarly work not
separated from everyday classroom practices; and that the teaching
continuum, and perceived involvement, are critical aspects of improving one's
practice at CUT and in specific disciplines.
