The Canadian Journal for the Scholarship of Teaching and Learning - Issue 2 - Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

Oct 15, 2026

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Growing discourse highlights the importance of the scholarship of educational development (SoED), yet clarity is limited on principles for guiding engagement in SoED and on how SoED is situated within scholarship of teaching and learning (SoTL). Building on Felten’s (2013) SoTL principles and emerging educational development principles, this paper proposes seven SoED principles, adding transforming practice and reflective practice to contextualize SoED within SoTL and educational development. Three cases illustrate these interrelationships and associated tensions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Principles for SoED

Added principles: transforming practice and reflective practice

Case illustrations

Interrelationships and research tensions

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 8 | Issue 2 | Article 10 | | --- | --- | | March 2017
Drawing on the Principles ofSoTL to Illuminate a Path Forward for the Scholarship of Educational Development
Natasha Kenny
University of Calgary, nakenny@ucalgary.ca Celia Popovic
York University, [cpopovic@yorku.ca](cpopovic@yorku.ca)[ ](cpopovic@yorku.ca)Jill McSweeney
Dalhousie University, [jmmcswee@dal.ca](jmmcswee@dal.ca)[ ](jmmcswee@dal.ca)Kris Knorr
McMaster University, [knorrk@mcmaster.ca](knorrk@mcmaster.ca)[ ](knorrk@mcmaster.ca)Carolyn Hoessler
University of Saskatchewan, carolyn.hoessler@usask.ca Shirley Hall
Wilfrid Laurier University, shall@wlu.ca Nobuko Fujita
University of Windsor, [nfujita@uwindsor.ca](nfujita@uwindsor.ca)[ ](nfujita@uwindsor.ca)Eliana El Khoury
UnFoersitowytfialganrya,delikhourtiona@lcalorasrya.ct[http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)
Part of the Higher Education and Teaching Commons, and the Other Teacher Education and Professional Development Commons | | Recommended Citation Kenny, Natasha; Popovic, Celia; McSweeney, Jill; Knorr, Kris; Hoessler, Carolyn; Hall, Shirley; Fujita, Nobuko; and El Khoury, Eliana (2017) "Drawing on the Principles ofSoTL to Illuminate a Path Forward for the Scholarship of Educational Development," The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 8 : Iss. 2 , Article 10. Available at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/10](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/10) Drawing on the Principles ofSoTL to Illuminate a Path Forward for the Scholarship of Educational Development Abstract There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten’s (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten’s principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research. On parle de plus en plus de l’importance de l’avancement des connaissances en pédagogie (ACP), mais on parle moins d’une définition claire des principes qui guident l’engagement enACP ou de la contextualisation de l’ACP dans les publications de la recherche consacrée à l’avancement des connaissances en enseignement eten apprentissage (ACEA). Pour élargir la portée des principes pour l’ACEAprésentés par Felten (2013), ainsi que celle du discours évolutiflié aux principes de la pédagogie (voir Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), cet article présente sept principes pour l’ACP. Deux principes supplémentaires (transformation de la pratique et pratique réflective) sont ajoutés aux principes de Felten afin decontextualiser davantage l’ACP par rapport à la pédagogie et à l’ACEA. Trois cas sont présentés pour illustrer lapédagogie, l’ACEA et l’ACP dans le contexte de ces principes. Les relations entre la pédagogie, l’ACEA et l’ACP sont complexes. Alors que l’ACP offre de nombreuses possibilités pour rendre plus légitimes les pratiquesindividuelles et collectives en pédagogie, il présente également de no

FAQs

What is the main goal of the paper on SoED?

To define guiding principles for engagement in SoED and to contextualize SoED within scholarship of teaching and learning (SoTL).

How many principles for SoED does the paper propose?

Seven principles for SoED are presented, building on Felten’s (2013) SoTL principles and extending them further.

What additional principles are added to Felten’s framework?

The paper adds two additional principles—transforming practice and reflective practice—to better contextualize SoED within educational development and SoTL.

Oct 15, 2026

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