[4] He completed his bachelors (1959), masters (1960), and PhD (1963) at the University of Chicago, where Joseph Schwab and Benjamin Bloom were among the faculty who influenced his thinking and research interests.
He notably distinguished SoTL from scholarly teaching, which he described as the work "every one of us should be engaged in every day that we are in a classroom, in our office with students, tutoring, lecturing, conducting discussions, all the roles we play pedagogically.
"[22] SoTL, on the other hand, is "when we step back and reflect systematically on the teaching we have done, in a form that can be publicly reviewed and built upon by our peers.
"[22] This emphasis on public review and developing a collective body of knowledge was tied to his larger point that SoTL removes the widespread experience of "pedagogical solitude" by relocating postsecondary teaching within "a community of scholars.
Shulman (1986) claimed that the emphases on teachers' subject matter knowledge and pedagogy were being treated as mutually exclusive.