In a panel discussion, Björn Brügemann (VU Amsterdam), Deborah Yapp (Leiden University of Applied Sciences) and Jennifer Casey (Utrecht University) reflected on SoTL. Not merely as evidence-informed teaching, but as a more intentional approach to education, grounded in community, and mindful of the art of teaching.
Teaching with gut feeling
“My intuition wasn’t always right,” said Yapp. “Sometimes you try something new in your teaching because it feels logical. But it was only through a SoTL project that I realised: I need to be clearer about what exactly I want to change, why, and how I’ll measure it. And I also need to accept that it might not work.” Brügemann echoed: “Before SoTL, I often tried things based on a gut feeling in my teaching. Now I take a much more critical look: what does the research say? And does it suit my specific context?”
The panellists stressed that evidence-based teaching doesn’t mean intuition no longer matters. “Teaching is also an art form,” said Jaro Pichel, a VU Amsterdam education specialist, from the audience. “Every student group is different. What works with students at Harvard won’t necessarily work for students in Amsterdam.” While SoTL doesn’t provide all the answers, the panellists agreed it helps you reflect more systematically and continue developing as a lecturer.
Education research is never a solo effort
All three emphasised the importance of collaboration and community. Yapp: “You don’t do a SoTL project alone. You need colleagues to exchange ideas, to challenge your thinking. And when things get tough, which they inevitably will, it’s good to have someone to talk to.”
Casey worked as an educational adviser in a science faculty, supporting colleagues with their SoTL projects. She helped them formulate strong research questions, design surveys and even apply for grants. “Many lecturers are interested but don’t know where to start. If institutions offer structural support, many more could take part.”
Another standout insight from the discussion: involve students-colleagues in SoTL. “They bring valuable perspectives and can help share the workload. Not as unpaid labour, but as true partners in improving education. For example, in the Pharmacy programme at Utrecht University, students are already involved as co-researchers in SoTL projects,” Casey explained.
So, what did SoTL bring these lecturers?
“More depth, more reflection, and a stronger set of teaching strategies,” said Brügemann. Or, in Yapp’s words: “As an educator, you’re never done. Research not only helps me understand my students better, it also helps me grow in my role.”
Curious about how other teachers apply SoTL in their teaching? Read their insights and approach.