The founding of the journal Art History Pedagogy and Practice represents a quantum leap forward for art history into the Scholarship of Teaching and Learning (SoTL). Yet art historians are still becoming aware of SoTL’s practices and how to develop systematic, evidence-based investigations of classroom practices.
The purpose of this special issue is both to model an array of SoTL methodologies and to facilitate an increase in SoTL-AH practitioners. With an exemplary sample of approaches, the issue will demonstrate SoTL’s potential in our field. To stimulate emulation and further research, each study will be preceded by a short summary of the paper’s methodology written in accessible language by a SoTL or educational research specialist.
To encourage the contributions of those who are intrigued by the possibilities of SoTL for art history, but who feel they need additional guidance; we invite submissions of abstracts or complete papers along with a brief statement of interest. Contributors whose proposals are accepted in the abstract phase will have the opportunity for consultation with a SoTL or educational research expert to develop the final paper.