SoTL and Community Enhance One Another to Create Impact At Loyola Marymount University

August, Stephanie E.; Dewar, Jacqueline
July 2010
Transformative Dialogues: Teaching & Learning Journal;Jul2010, Vol. 4 Issue 1, p1
Academic Journal
As coordinating institution for the 2006-9 Carnegie Affiliates program, Loyola Marymount University (LMU) has found that "SoTL" and "Community" each contribute to develop the other and both work together to influence campus culture regarding teaching and learning. This article describes the groups, events and initiatives that have emerged and supported SoTL at LMU, the outcomes that have been observed to date as the university explores the role of SoTL on campus and the challenges and opportunities for SoTL work at LMU in the future. The results reported herein have been informed by a survey of university administrators, faculty and instructional technology staff engaged in SoTL work on the LMU campus and by recent discussions associated with major events held on campus within the last year. While SoTL is seen as having had a significant positive impact on faculty teaching practice, student learning and campus culture related to teaching and assessment, some LMU faculty and administrators still have an incomplete understanding of SoTL. The question of how or whether SoTL is to be valued and counted in decisions about tenure and advancement in rank is only beginning to be addressed and that presents both a challenge and an opportunity for the future of SoTL at LMU.


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