Scholarship of Teaching and Learning in civil and structural engineering: A systematic literature review

Abstract

The Scholarship of Teaching and Learning (SoTL) pertains to scholarly endeavors centered on the pedagogical aspects of teaching and learning, with its principal objective being the enhancement of students’ educational experiences. The present systematic literature review addresses the following questions: (i) In what capacity do educators within the field of Civil and Structural Engineering (CaSE) engage with SoTL? and (ii) What are the benefits of implementing a SoTL for CaSE educators?. The scope of the review encompasses SoTL studies specifically developed by CaSE educators and implemented within CaSE teaching and learning environments. Findings are synthesized and disseminated via a bibliometric analysis and a narrative synthesis. The review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. It has been found that CaSE educators participate in SoTL endeavors through diverse approaches; however, such involvement remains more of an exception than a common practice. The insufficiency of existing benefits and incentives, if any, serves as a barrier hindering broader engagement and participation in SoTL activities.