The Scholarship of Teaching and Learning (SoTL), a movement that has been making inroads in higher education for some\u00a030 years (Boyer, 1990), is particularly dynamic in the United States, the United Kingdom, Australia and Western Canada,\u00a0but still quite new to Quebec, particularly at the college level. Teachers who engage in a SoTL approach rigorously and\u00a0systematically study a perceived concern or dissatisfaction in one of their courses, in order to improve or facilitate learning\u00a0among their students. For the process to be complete, it is important to share the results with disciplinary or pedagogical\u00a0peers. It is a form of professional development focused on an individual project that leads to the consolidation or renewal of\u00a0pedagogical practices and, eventually, to the enrichment of educational-based knowledge through the sharing of information.<\/p>\n
With the goal of promoting the SoTL mindset at the college\u00a0level through sustained support, a project was set up at Cegep\u00a0Champlain \u2013 St. Lawrence, in collaboration with the Association\u00a0qu\u00e9b\u00e9coise de p\u00e9dagogie coll\u00e9giale (AQPC) and the Association\u00a0pour la recherche au coll\u00e9gial (ARC).1 This pilot project provided\u00a0a framework and a support team that allowed five selected\u00a0teachers to develop, validate or update a teaching practice by\u00a0addressing a pedagogical or techno-pedagogical issue they\u00a0had encountered in their respective courses.<\/p>\n