University of Saskatchewan

What you'll study

The programme combines advanced coursework in teaching and learning theory with applied research methods and a substantial research project or thesis. Core topics include the theoretical foundations of the Scholarship of Teaching and Learning, qualitative and mixed research methods, assessment and program evaluation, design of learning environments, inclusive and culturally responsive pedagogy, and the use of educational technologies.

• SoTL Foundations: histories and theoretical framings of SoTL; questions of evidence, ethics and dissemination of teaching research.
• Research Methods for Teaching and Learning: qualitative inquiry, survey design, mixed‑methods approaches, data analysis and action research tailored to classroom and curricular contexts.
• Assessment and Evaluation: formative and summative assessment design, learning analytics, rubric development and program evaluation methodologies.
• Curriculum and Instructional Design: backward design, alignment of outcomes and assessments, universal design for learning and strategies for diverse learners.
• Technology and Learning Environments: pedagogies for blended and online settings, digital tools to support engagement and accessibility.
• Capstone Research Project or Thesis: an applied SoTL study or thesis that develops, implements and reports on an intervention or enquiry in a real teaching context, supervised by faculty active in SoTL research.

Teaching formats typically include seminars, workshops, small‑group research supervision and practical applied projects. Students gain experience in designing inquiries into their own teaching, collecting and analysing data, and communicating results to academic and practitioner audiences.

Entry requirements

Applicants are normally required to hold a four‑year bachelor’s degree with a competitive grade point average; a relevant honours degree or a combination of undergraduate and professional experience in education, health professions, or other teaching fields is an asset. Successful applicants commonly have recent instructional experience at the post‑secondary, vocational or professional level.

• Academic transcripts: transcripts from all post‑secondary institutions attended.
• Statement of intent: a clear description of your teaching experience, research interests in SoTL, and proposed area for a capstone project or thesis.
• References: two or three letters of academic or professional reference, including at least one who can speak to your teaching practice or research potential.
• Curriculum vitae: CV outlining relevant teaching, professional development and research activities.
• English language proficiency: where applicable, proof of proficiency in English according to the university’s graduate admissions requirements.

Admission is competitive and may require an interview or preliminary discussion with a potential supervisor for research‑based options.

Career prospects

Graduates of a Master’s in SoTL pursue a range of roles that bridge teaching, research and academic development. Common career paths include:

• Teaching and learning centre staff (instructional developer, educational developer)
• Post‑secondary faculty positions with a demonstrated focus on evidence‑informed teaching and curriculum innovation
• Curriculum coordinator or programme director in higher education, professional training or continuing education
• Educational researcher or analyst in universities, government, or educational NGOs
• Learning designer, e‑learning specialist or instructional designer in higher education and industry
• Consultant in pedagogy, assessment and programme evaluation

The degree equips graduates to lead pedagogical change, conduct classroom‑based research, secure internal or external funding for teaching innovation, and publish or present SoTL work at conferences and in practitioner journals.

Why study at University of Saskatchewan

The University of Saskatchewan offers a supportive environment for SoTL through an active Faculty of Education and institutional initiatives focused on teaching excellence. Students benefit from access to the University’s Centre for Teaching and Learning and cross‑disciplinary collaborations across campus, which provide opportunities to test teaching interventions in diverse departmental contexts.

There is particular institutional strength in community‑engaged and Indigenous‑centred pedagogies at the University of Saskatchewan, allowing students to develop culturally responsive approaches to teaching and research. Small seminar sizes, experienced supervisors with SoTL expertise, and connections to professional development programming help graduates translate research findings into sustained improvements in practice.

Located in Saskatoon, the university combines research resources with a collegial campus culture and opportunities to engage with regional partners in education, health and community organisations for applied SoTL projects.