Positioning the Scholarship of Teaching and Learning Firmly in the Center of Health Promotion Pedagogy

Abstract

Historically, the work of Scholarship of Teaching and Learning (SoTL) scholars has been grounded in multi-disciplinary connections to educational psychology and pedagogical research. SoTL research and commentary intends to answer questions about what is, what is possible, what works, and what conceptual frameworks explain learning, teaching, and pedagogy (Hutchings, 2000). Pedagogy in Health Promotion provides examples of the rich variety and scope of the scholarship of teaching and learning. SoTL work observes and comments on teaching practice (Flores et al., 2021; Kratzke et al., 2021), develops and tests theories and evidence-based frameworks (Kuganathan et al., 2021; Miller et al., 2021), provides quantifiable explanations (Blavos et al., 2022; Foutch et al., 2022), pursues qualitative explorations (Muzaffar et al., 2020), engages in experimental research (Djulus et al., 2020), increases our ability to be compassionate and inclusive (James et al., 2020; Mezuk et al., 2021) and shares deep reflections about our collective experience of teaching and learning (Derreth et al., 2021). Combined, these scholarly endeavors help us to better understand how to provide effective and supportive education to health promotion and public health students, develop and challenge critical skills for health promotion and public health practice and ultimately, benefit communities and populations, and improve health outcomes.