Biggio Center strengthens teaching through Scholarship of Teaching and Learning

At Auburn University, faculty members are increasingly applying the same curiosity and analytical rigor they bring to research to their teaching. Faculty engaged in Scholarship of Teaching and Learning (SoTL) explore questions about student learning, gather evidence from their classrooms and apply those insights to strengthen teaching practices and improve the student experience. 

Through a growing range of SoTL initiatives, the Biggio Center for the Enhancement of Teaching and Learning (Biggio Center) engages faculty members in scholarly inquiry centered on teaching and student learning. 

SoTL is a form of research in which instructors systematically examine student learning and use evidence-based findings to improve instruction. Auburn faculty bring deep disciplinary expertise to this work, and SoTL programming helps apply that same scholarly mindset to questions about teaching and learning. 

“At its core, SoTL helps faculty become more intentional educators,” said Jacob Kelley, a graduate assistant in the Biggio Center. “It provides instructors with strategies to ask questions about their teaching, gather data on student learning and make informed improvements.” 

Through workshops, faculty learning communities and project-based programs, participants learn how to design, conduct and share SoTL research.

A central component of the Biggio Center’s SoTL programming is the SoTL Project Development Institute, a two-semester program that guides faculty members through the full process of developing a SoTL project, from initial idea to publication.  

Participants begin in the fall semester by identifying teaching-related questions, refining research goals and exploring methodologies. In the spring, sessions focus on writing practices, publication opportunities and identifying potential funding sources. The program is intentionally flexible, allowing faculty members to tailor the experience to their own interests and projects. 

“For me, the most exciting part of the SoTL Project Development Institute is sharing my own SoTL projects with participants as examples of what is possible,” Kelley said. “I also enjoy witnessing the growth of each participant as they step outside of their comfort zones.” 

Faculty participants say the experience strengthens both their teaching and their ability to contribute to broader conversations about learning. 

“Participating in the Scholarship of Teaching and Learning Project Development Institute through the Biggio Center was a meaningful step in my growth as a SoTL scholar,” said Megan Roberts, associate clinical professor of pharmacy practice. “The program gave me the time, guidance and support needed to advance an existing project from concept toward completion, strengthening my skills and enhancing my ability to contribute to the advancement of education, particularly within my pharmacy discipline.” 

In addition to the institute, the Biggio Center supports faculty through several SoTL faculty learning communities, including a reading group and a writing collective. These programs provide opportunities for faculty members to collaborate across disciplines, engage in discussions about scholarly teaching and advance their SoTL projects. 

Allie McCreary, assistant professor in Parks and Recreation Management, said the programs helped clarify how teaching practices can contribute to broader educational conversations. 

“The reading group and project development institute have been so helpful in going from ‘how could I evaluate and share about my pedagogical practices’ to ‘I have an understanding of how others are doing this and how I might contribute to the conversation and SoTL literature,’” McCreary said. 

She added that the opportunity to learn alongside experienced SoTL researchers was especially valuable.  

“It was really helpful to have these opportunities facilitated by Biggio faculty and fellows who have prior experience conducting SoTL research,” McCreary said. “They were able to provide valuable information, link us to helpful resources and answer questions as they emerged throughout the workshops.” 

The Biggio Center is also bringing back the SoTL Hackathon, a collaborative program designed to engage faculty members in case-based problem-solving around teaching and learning questions. The two-hour challenge will take place July 30 and is open to faculty members at all levels of SoTL experience.

By continuing to expand SoTL programming, the Biggio Center is fostering a collaborative community of faculty scholars committed to advancing teaching, learning and educational innovation at Auburn. 

More information about SoTL-related programming is available at aub.ie/biggiosotl.