What We Heard
Each person’s path into SoTL and ISSOTL was unique, but several patterns emerged. Whether they stumbled into the field, sought it out intentionally, or discovered it through personal transformation, scholars’ personal pathways reflect how flexible and inclusive SoTL and ISSOTL can be.
“I Fell Into It” — SoTL as a Natural Extension of Practice
Many participants didn’t set out to “do SoTL”—they realized in hindsight that they had already been engaging in the Scholarship of Teaching and Learning before they knew what it was called. Their paths were shaped by questions, curiosity, or teaching practices, long before formal structures or community were in place.
Disciplinary Disruption — SoTL as an Alternative to the Traditional
Some participants came to SoTL after realizing their disciplinary research no longer aligned with their values or interests. They often described feeling disillusioned or constraind by disciplinary expectations. Many found SoTL to be a liberating space where they could focus on what mattered most to them: teaching and learning.
Mentorship and Innovation — Being Brought In by Others
For many, SoTL wasn’t something they discovered alone—it was introduced to them by a colleague, supervisor, or mentor who valued its relevance and potential. These entry points were often deeply relational and helped people navigate new scholarly identities.
Engagement Through Professional Roles — SoTL as Embedded Practice
Others entered SoTL through their formal roles in educational development, curriculum design, or instructional strategy. SoTL was not an add-on but a tool for building credibility, designing programs, and supporting others.
Seeking Meaning, Identity, and Change — SoTL as a Turning Point
For some, the decision to engage in SoTL was a response to a deeper shift—a need for intellectual connection, a redefinition of identity, or a change in context. SoTL became a place to land.
