At the dawn of the 7th edition of the Scholarship of Teaching and Learning (SoTL) conference at EHL Hospitality Business School, we take a moment to reflect on the motivations for participating in SoTL and the rich lessons we take away from each edition.
This comprehensive retrospective delves into the evolution of SoTL conferences in Swiss Romande, exploring its impact on educational methodologies, assessment strategies, and the overall learning experience. By examining key insights gleaned from our annual SoTL conferences and initiatives, we can trace the trajectory of this influential movement and its role in preparing a new generation of lifelong learners.
But before discussing our conferences, we need some context. For the EHL host, the SoTL story began in Zurich eight years ago. From that first experience, the host was enthralled by two days of teachers and researchers from all domains and higher education institutions (HEIs) finding common ground in the overarching goal of using research to improve teaching and learning.
At first glance, the host was overwhelmed when looking at the list of presenters; there were actual rocket scientists on the program! What would a participant from EHL have in common with science, technology, engineering, and maths (STEM) experts? Yet, from the first session of SoTL, they immediately saw how the topic that was being presented could be applied to their course. In fact, as the sessions continued, so did the enthusiasm toward this approach to an academic conference.
So how is SoTL different? How has it inspired us at EHL to host this conference? The difference is in the format itself. Instead of the tedious paper presentation where researchers present their results and participants watch endless PowerPoint slides that do not necessarily inspire them, SoTL sessions are vastly different. They are based on application and action. Each session is, indeed, led by an ‘expert’ who imparts a message that speaks to all and one or more activities where the participants immediately apply this idea.
Thus, the year after that SoTL experience in Zurich, the first SoTL conference at EHL was organized
Our first international SoTL conference, in 2019, focused on a reflection of teaching and learning and was entitled “Reflecting-in and Reflecting-on Teaching and Learning through Research”. We used this first conference to inform our participants of the purpose of SoTL, i.e., to understand, improve, and share teaching and learning practices across disciplines and schools to prepare a new generation of lifelong learners. Then, we introduced the specificity of a SoTL conference, that is, the interactivity of each session.
During this conference, some of the topics that were covered included trends in innovative pedagogy such as intellectual quietness, driving academic integrity through reflection, and reflecting on the emotional side (motivation, fun, and joy) of higher education. Participants reflected on interactive learning practices they could introduce in their own classrooms and defined their ‘teaching personality’ to evaluate how we teach differently from our colleagues in the same field or institution.
At the end of the conference, participants commented that ‘SoTL is a mindset and a ‘break’ to reflect and ask questions’; ‘it is necessary to reflect on our practices to become better teachers’; ‘SoTL is more than teaching and research, it is a way of being’. Most importantly, a SoTL seed was planted. The spirit of the SoTL was successfully transferred to EHL. The host was convinced that a second edition should blossom the following year.
In the second edition (2020), the focus shifted to assessment, one of the most important and challenging topics in education. The overarching idea was to shift from pass/fail mentalities to holistic education, involving more effective evaluation. This second session included new presenters who discussed topics like the re-evaluation of traditional assessment methods to make them more flexible and adaptive.
A shift from the traditional binary pass or fail grading systems to more nuanced and comprehensive evaluation techniques, and new techniques for continuous, more dynamic and playful testing methods such as spontaneous recalls, informal quizzes, mini mocks, or simply holding off on noting everything down.
Throughout the conference, the benefits (increased student engagement, capturing the multifaceted nature of student learning, providing more meaningful feedback, more reflective and diverse skills development), and the drawbacks (consistency, fairness, practicality) of more holistic assessments were addressed.
The third edition in 2021 evoked the rise of critical thinking and analysis in education. It began with a session that differentiated critical thinking from critical reflection. Participants agreed that both are essential for preparing learners to navigate an increasingly complex and rapidly changing world. We brainstormed how to encourage students to use various cognitive skills to think critically and, more specifically, how to cultivate those skills.
Some suggestions included implementing structured reflection exercises throughout courses, designing assignments that required students to justify their sources and methodologies, encouraging students to consider multiple perspectives on complex issues, and integrating self-assessment components into coursework.
One of the most pertinent innovations came from the suggestion for a shift in the role of educators. Instead of being seen primarily as a source of information, teachers are increasingly viewed as facilitators of learning who guide students through the process of developing their analytical and reflective capabilities. What a great closing thought.
In the fourth edition, SoTL went digital by embracing technology in education. The COVID-19 pandemic served as a catalyst for rapid change in higher education, and this SoTL conference in 2022 played a crucial role in helping educators navigate this unprecedented situation. There was a sudden shift to online and hybrid learning models.
We discovered that learning can be done in a different way: online courses, with assessments monitored remotely. The conference discussed the challenges (new assessment methods, efficacity of learning through asynchronous studies, low attendance) and opportunities (autonomy, flexibility, self-efficacy) of learning ‘online’.
Participants also considered co-constructive assessments i.e., the use of online collaborative tools to enable students and teachers to work together in real-time on assignments, providing ongoing feedback and support throughout the writing process. Cultivating an interactive classroom environment through collaborative tools was also explored.
One session focused on how to make the most of Artificial Intelligence (AI) by sharing best practices and common tools. An interesting note: the discussion we had about AI in higher education during the SoTL conference foreshadowed the issues we are facing today with generative AI (GenAI) in our classrooms.
With the continuing impact of the pandemic on education, the fifth edition of SoTL touted a new vision of education, post-pandemic. While SoTL edition 4 focused on how the pandemic helped speed up technological advancements, SoTL edition 5 shifted to dealing with the return of efficient offline active learning. This led to the main topic of discussion being the “active learning environment”.
In this conference, presenters dealt with topics such as how the educator becomes a learning facilitator rather than a passive expert. They promoted the importance of the ‘human touch’ by reconnecting with students or using games as didactic tools to increase student engagement and motivation. Participants also identified their personalized teaching signature and considered how they could implement competency-based education models that allow students to progress at their own pace into their own courses.
In 2024, EHL hosted the 6th edition entitled “I am not a chatbot: SoTL meets technology”, where we addressed the elephant in the room that is, GenAI in education. Unlike the earlier session about digital learning and technology that arose during the pandemic, this session focused on the changing educational landscape due to GenAI.
SoTL conferences have increasingly focused on innovative ways to support educators in developing their teaching skills and adapting to new pedagogical approaches. Participants learned about rethinking assessments in a digital age, using AI to encourage greater creativity in the classroom, and choosing technology to create more meaningful experiences in the classroom.
To conclude our walk down the Scholarship of Teaching and Learning memory lane, we can confirm the enduring impact of the educational innovative spirit. Over the past six years, we have built a solid group of faithful participants, but see new faces each year! Thus, as we reflect on the evolution of the Scholarship of Teaching and Learning and prepare the 7th edition, it's clear that this movement has had a profound and lasting impact on higher education.
Through annual conferences, collaborative research, and the sharing of best practices, SoTL has fostered a culture of innovation and continuous improvement in teaching and learning. If you have never been to a SoTL conference, you don’t know what you are missing. So why miss out? Come to our next conference and see what all the buzz is about…. We would love to see you there!
If you'd like to explore a specific topic in more detail, you can find articles for each year here.