The Value of SoTL in Sociology. A Response to 'The Scholarship of Teaching and Learning--Done by Sociologists: Let's Make that the Sociology of Higher Education'

This article presents the author's response to the article "The Scholarship of Teaching and Learning--Done by Sociologists: Let's Make That The Sociology of Higher Education" by Chad Hanson. The author says that Hanson points to critical limitations of the scholarship of teaching and learning (SoTL) in sociology, including insufficient attention to a sociological perspective. Hanson offers two plausible reasons for this limitation: the evolution of SoTL outside their discipline and no coherent history of higher education research in the sociology of education (SOE). She added that his call that they, as sociologists, "infuse" their SoTL work with the sociological perspective is a valid one. However, she found herself asking many questions about his conceptualizations of various research areas. Some of these questions were about the definitions and meanings of key terms in the piece. She added that it appears that Hanson believes that if they just added a little sociological imagination to SoTL they would have SOE or SHE. But SHE is much broader than SoTL with or without the sociological imagination.