{"id":516,"date":"2026-02-12T13:10:04","date_gmt":"2026-02-12T13:10:04","guid":{"rendered":"https:\/\/blog.shu.ac.uk\/sotl\/?p=516"},"modified":"2026-02-13T18:20:34","modified_gmt":"2026-02-13T18:20:34","slug":"poeets-a-simple-way-to-understand-sotl","status":"publish","type":"post","link":"https:\/\/blog.shu.ac.uk\/sotl\/poeets-a-simple-way-to-understand-sotl\/","title":{"rendered":"POEETS: A Simple Way to Understand SoTL\u00a0"},"content":{"rendered":"<h1 class=\"agt-title\">POEETS: A Simple Way to Understand SoTL\u00a0<\/h1>\n<div class=\"container mx-auto [ lg:w-9\/12 ]\"><section class=\"py-12 [ md:py-16 ]\"><div class=\"container mx-auto\"><div class=\"z-20 relative\"><div class=\"wysiwyg\"><div class=\"wp-block-image\">\n<figure class=\"aligncenter size-medium\"><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"175\" src=\"https:\/\/blog.shu.ac.uk\/sotl\/wp-content\/uploads\/sites\/38\/2025\/05\/SoTL-Logos-300x175.png\" alt=\"SoTL at SHU Logo in pink and burgundy colours\" class=\"wp-image-9\" srcset=\"https:\/\/blog.shu.ac.uk\/sotl\/wp-content\/uploads\/sites\/38\/2025\/05\/SoTL-Logos-300x175.png 300w, https:\/\/blog.shu.ac.uk\/sotl\/wp-content\/uploads\/sites\/38\/2025\/05\/SoTL-Logos-1024x597.png 1024w, https:\/\/blog.shu.ac.uk\/sotl\/wp-content\/uploads\/sites\/38\/2025\/05\/SoTL-Logos-768x448.png 768w, https:\/\/blog.shu.ac.uk\/sotl\/wp-content\/uploads\/sites\/38\/2025\/05\/SoTL-Logos-1536x896.png 1536w, https:\/\/blog.shu.ac.uk\/sotl\/wp-content\/uploads\/sites\/38\/2025\/05\/SoTL-Logos-2048x1195.png 2048w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/figure>\n<\/div>\n\n\n<p>POEETS &#8211; no,&nbsp;it\u2019s&nbsp;not a typo, an IKEA&nbsp;wardrobe name, or a brand of European beer.&nbsp;It\u2019s&nbsp;an acronym &#8211;&nbsp;yes, higher education loves&nbsp;them!&nbsp;POEETS explains&nbsp;the Scholarship of Teaching and Learning (SoTL), particularly for those new to teaching.&nbsp;<\/p>\n\n\n\n<p>It stands for:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Problem or Opportunity\u00a0<\/strong>\u00a0<\/li>\n\n\n\n<li><strong>Enquiry\u00a0<\/strong>\u00a0<\/li>\n\n\n\n<li><strong>Evaluation\u00a0<\/strong>\u00a0<\/li>\n\n\n\n<li><strong>Talk &amp; Share<\/strong>\u00a0<\/li>\n<\/ul>\n\n\n\n<p>Let\u2019s\u00a0break it down:\u00a0<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><mark style=\"background-color:#ffffff;color:#b70d50\" class=\"has-inline-color\"><strong>Problem or Opportunity<\/strong>\u00a0<\/mark><\/h2>\n\n\n\n<p>This is the starting point for SoTL, acknowledging the problem you want to solve or the opportunity you want to seize.&nbsp;<\/p>\n\n\n\n<p>The word&nbsp;<em>problem<\/em>&nbsp;often implies something negative: poor student pass rates, increasing withdrawal rates, or attainment gaps.&nbsp;These examples\u202fare&nbsp;the very definition of a problem, which is something&nbsp;difficult,&nbsp;unwelcome&nbsp;and needing to be dealt with.&nbsp;<\/p>\n\n\n\n<p><em>Opportunity<\/em>, on the other hand, is about making something&nbsp;that is&nbsp;good even better: increasing student placement rates,&nbsp;trialling how technology can improve flipped learning, or&nbsp;doubling engagement in student&nbsp;peer mentoring.&nbsp;All of&nbsp;these ideas and statements are initially grounded in a sense of positivity.&nbsp;<\/p>\n\n\n\n<p>If we only used the word problem, it could position SoTL in a negative way; and equally if we only use the word opportunity it ignores the reality of the world and sector we&nbsp;operate&nbsp;in.&nbsp;Together, they help you define the starting point for your project&nbsp;&#8211;&nbsp;essentially, the&nbsp;question you want to answer.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><mark style=\"background-color:#ffffff;color:#b70d50\" class=\"has-inline-color\">Enquiry<\/mark><\/strong><\/h2>\n\n\n\n<p>Enquiry is the act of asking questions about your problem or opportunity. In SoTL, it includes a few key steps:\u00a0<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Start with a clear question.<\/strong>\u00a0It can be small (module\u00a0or course-level), medium (subject-level), or large (university or sector-wide).\u00a0Eg: how do I increase the engagement with my module Blackboard site?\u00a0<\/li>\n\n\n\n<li><strong>Do a knowledge-scope.<\/strong>\u00a0Don\u2019t\u00a0stress about a formal literature review. Scoping out what others are saying on\u00a0blogs\u00a0and\u00a0podcasts,\u00a0asking colleagues in\u00a0team\u00a0meetings,\u00a0listening to student feedback, and\u00a0online CPD\u00a0are all valid\u00a0knowledge sources.\u00a0<\/li>\n\n\n\n<li><strong>Design an intervention or innovation.<\/strong>\u00a0This could be introducing a screencast\u00a0assessment brief, piloting\u00a0the use of podcasts for learning, or\u00a0embedding\u00a0an online\u00a0game on your Blackboard site. Consider ethics and proportionality\u00a0at this stage (<a href=\"https:\/\/lta.shu.ac.uk\/scholarship\/blog\/demystifying-ethics-and-sotl\" target=\"_blank\" rel=\"noreferrer noopener\">in many cases you don\u2019t need formal ethics approval<\/a>) and please\u00a0avoid widening equality\u00a0of opportunity\u00a0gaps.\u00a0<\/li>\n\n\n\n<li><strong>Include students.<\/strong>\u00a0<a href=\"https:\/\/lta.shu.ac.uk\/scholarship\/podcast\/season-1\/episode-6---students-as-co-creators\" target=\"_blank\" rel=\"noreferrer noopener\">As co-creators or partners<\/a>, students can help scope knowledge, design interventions, and test ideas. Their involvement broadens perspectives and adds value to your project.\u00a0<\/li>\n<\/ol>\n\n\n\n<p>Enquiry is not about becoming a full-time\u00a0educational\u00a0researcher\u00a0it\u2019s\u00a0about curiosity in your own teaching\u00a0and your students\u2019 learning.\u00a0<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><mark style=\"background-color:#ffffff;color:#b70d50\" class=\"has-inline-color\"><strong>Evaluation<\/strong>\u00a0<\/mark><\/h2>\n\n\n\n<p>Evaluation checks the impact of your intervention. It\u00a0doesn\u2019t\u00a0have to be intimidating.\u00a0It\u00a0should be linked to your original problem or opportunity and your stated enquiry.\u00a0Plan evaluation from the start of your project so you can capture relevant data.\u00a0Some low-intensity examples that are easy to access:\u00a0<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Students:<\/strong>\u00a0mid-module feedback,\u00a0NSS\/PTES comments,\u00a0Blackboard\u00a0engagement\/comments.\u00a0<\/li>\n\n\n\n<li><strong>Peers:<\/strong>\u00a0observed\u00a0teaching sessions,\u00a0team\u00a0discussions,\u00a0external\u00a0benchmarking.\u00a0<\/li>\n\n\n\n<li><strong>Quantitative data:<\/strong>\u00a0attendance, pass rates, retention\u00a0rates.\u00a0<\/li>\n\n\n\n<li><strong>Professional reflections:<\/strong>\u00a0your own insights\/feelings\u00a0after considering all feedback.\u00a0<\/li>\n<\/ul>\n\n\n\n<p>Even low-intensity, pragmatic evaluation strengthens your project, supports professional development, and\u00a0will nurture your own self-confidence as you develop from an early-career\u00a0SoTLer\u00a0to a SoTL superstar!\u00a0<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><mark style=\"background-color:#ffffff;color:#b70d50\" class=\"has-inline-color\">Talk &amp; Share<\/mark><\/strong>\u00a0<\/h2>\n\n\n\n<p>Sharing your findings\u00a0increases\u00a0impact.\u00a0Talk and share means dissemination, but that word is often loaded to lean towards\u00a0journals or conferences, but\u00a0it can be\u00a0other, less intense\u00a0options:\u00a0<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Team meetings\u00a0&#8211;\u00a0sharing insights with colleagues.\u00a0<\/li>\n\n\n\n<li>Internal blogs, podcasts, or development days.\u00a0<\/li>\n\n\n\n<li>External platforms like the <a href=\"https:\/\/aldinhe.ac.uk\/blog\/\" target=\"_blank\" rel=\"noreferrer noopener\">Association for Learning Development in HE blog<\/a>\u00a0or\u00a0<a href=\"https:\/\/wonkhe.com\/write-for-wonkhe\/\" target=\"_blank\" rel=\"noreferrer noopener\">articles in\u00a0WonkHE<\/a>.\u00a0<\/li>\n<\/ul>\n\n\n\n<p>Sharing builds confidence, networks, and influence. It also rewards the work\u00a0you\u2019ve\u00a0done and can spark ideas for future projects\u00a0and collaborations.\u00a0<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><mark style=\"background-color:#ffffff;color:#b70d50\" class=\"has-inline-color\">POEETS in\u00a0summary<\/mark><\/strong><\/h2>\n\n\n\n<p>SoTL and&nbsp;POEETS&nbsp;can be simply described as:&nbsp;asking curious questions, trying&nbsp;new ideas, checking what works, and then sharing what&nbsp;you\u2019ve&nbsp;learned.&nbsp;<\/p>\n\n\n\n<p>For early-career&nbsp;SoTL colleagues,&nbsp;it\u2019s&nbsp;a way to turn everyday teaching into something purposeful and exciting. SoTL&nbsp;is&nbsp;a chance to experiment, involve students as partners, and see your ideas&nbsp;grow&nbsp;beyond your own classroom. A small&nbsp;innovation, carefully explored and shared, can inspire change far wider than you imagine.&nbsp;<br>&nbsp;<br><em>Four more expansive versions of this short blog are available here:<\/em>&nbsp;<br>&nbsp;<br><a href=\"https:\/\/joel-sotl-media.com\/f\/poeets---a-simple-way-to-understand-sotl---problem-or-opportunity\" target=\"_blank\" rel=\"noreferrer noopener\">Problem or Opportunity<\/a>&nbsp;<\/p>\n\n\n\n<p><a href=\"https:\/\/joel-sotl-media.com\/f\/poeets-%E2%80%93-a-simple-way-to-understand-sotl-%E2%80%93-enquiry\" target=\"_blank\" rel=\"noreferrer noopener\">Enquiry<\/a>&nbsp;<\/p>\n\n\n\n<p><a href=\"https:\/\/joel-sotl-media.com\/f\/poeets-%E2%80%93-a-simple-way-to-understand-sotl-%E2%80%93-evaluation\" target=\"_blank\" rel=\"noreferrer noopener\">Evaluation<\/a>&nbsp;<\/p>\n\n\n\n<p><a href=\"https:\/\/joel-sotl-media.com\/f\/poeets-%E2%80%93-a-simple-way-to-understand-sotl-%E2%80%93-talk-and-share\" target=\"_blank\" rel=\"noreferrer noopener\">Talk and&nbsp;Share<\/a>&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><mark style=\"background-color:#ffffff;color:#b70d50\" class=\"has-inline-color\">Author<\/mark><\/h2>\n\n\n\n<p>Joel Gray, Associate Dean Learning, Teaching &amp; Student Success in the College or Business, Technology and Engineering<\/p>\n<\/div><\/div><\/div><\/section><div class=\"mb-8 container mx-auto\"><\/div><\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>POEETS: A Simple Way to Understand SoTL\u00a0<\/p>\n","protected":false},"author":314,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"wds_primary_category":7,"footnotes":""},"categories":[7],"tags":[],"class_list":["post-516","post","type-post","status-publish","format-standard","hentry","category-sotl-development"],"acf":[],"_links":{"self":[{"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/posts\/516","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/users\/314"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/comments?post=516"}],"version-history":[{"count":3,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/posts\/516\/revisions"}],"predecessor-version":[{"id":528,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/posts\/516\/revisions\/528"}],"wp:attachment":[{"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/media?parent=516"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/categories?post=516"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/tags?post=516"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}