The Scholarship of Teaching and Learning Paradox: Results Without Rewards

J. D. Walker, Paul M Baepler, Brad Cohen

Research output: Contribution to journalArticlepeer-review


The Scholarship of Teaching and Learning (SoTL) arose, in part, out of a need to rebalance the triadic mission of large academic institutions that have traditionally emphasized research over teaching and service. But how do you encourage SoTL when the faculty reward structure is weighted toward traditional research? Therein lies the SoTL paradox. The authors describe a program developed at the University of Minnesota to engage faculty in SoTL projects by relying on the nonmonetary rewards of scholarship, trust, and cross-disciplinary community.

Original languageEnglish (US)
Pages (from-to)183-190
Number of pages8
JournalCollege Teaching
Issue number3
StatePublished - Jul 1 2008

Bibliographical note

Publisher Copyright:
© 2008, Copyright Taylor & Francis Group, LLC.


  • faculty development
  • research
  • Scholarship of Teaching and Learning

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