Developing a quality culture through the Scholarship of Teaching and Learning

Mårtensson, Katarina; Roxå, Torgny; Olsson, Thomas

doi:10.1080/07294360.2011.536972

Cited by 102 publications

(84 citation statements)

References 19 publications

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“…Participants likewise described feeling increasingly a part of a community of scholars on our campus and beyond. While these changes were slow and uneven, they are nonetheless worth emphasizing given the oft-discussed challenges connected to developing a SoTL identity and the value of communities and networks both for supporting individual researchers and embedding SoTL within institutional cultures (Mårtensson, Roxå, & Olsson, 2011). These data, then, offer a range of useful evidence on which to base refinements of the program, as well as considerations for others engaged in or considering similar work.…”

Section: Discussionmentioning

confidence: 99%

“…To overcome such barriers, educational developers and others have developed a range of strategies intended to support SoTL scholars and facilitate the growth of communities of teaching and learning inquiry. For example, authors have developed courses and workshops intended to help grow SoTL capacity (Mårtensson, Roxå, & Olsson, 2011), established mentored granting and research programs (Hubball, Clarke, & Poole, 2010), and piloted and refined collaborative writing groups (Marquis, Healey, & Vine, 2014) or SoTL learning communities (Cox, 2003).…”

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confidence: 99%

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SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain

et al. 2017

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From 2014-2016, Scholarship of Teaching and Learning (SoTL) Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their home academic departments. Findings from surveys and focus groups identified themes such as identity, community, access, transfer, and structural elements (each with benefits and challenges to practice). Our autoethnographic work confirms assertions in the literature about the uneasy relation between SoTL and traditional scholarship, while also bearing out the need for departmental support, and for key interventions along the path from novice to practitioner identity. Some discussion of the ambassador or translator role that can flow from such arrangements is included. De 2014 à 2016, les chercheurs en Avancement des connaissances en enseignement et en apprentissage (ACEA) d’une université canadienne médicale-doctorale de taille moyenne ayant un coefficient de recherche élevé ont entrepris une étude portant sur leur propre formation en tant que chercheurs érudits en matière d’enseignement et d’apprentissage, ainsi que sur les avantages et les défis de leur nomination conjointe à notre institut central d’enseignement et d’apprentissage tout en enseignant dans leur propre département universitaire. Les résultats des sondages et des groupes de discussion ont permis d’identifier certains thèmes tels que l’identité, la communauté, l’accès, le transfert, ainsi que des éléments structuraux (chacun présentant des avantages et des défis concernant la pratique). Notre travail autoethnographique confirme les assertions présentes dans la documentation existante concernant la relation difficile qui existe entre l’ACEA et la recherche traditionnelle, tout en tenant compte de la nécessité du soutien départemental ainsi que pour les interventions clés sur la voie qui consiste à passer de l’identité de novice à celle de praticien. L’article contient également des discussions sur le rôle d’ambassadeur ou de traducteur qui peut découler de tels arrangements.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain

et al. 2017

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“…SoTL is useful for building a culture that encourages continual improvement of teaching (Mårtensson, 2017). Even if librarians do not feel confident enough, or possess the desire, to conduct research on teaching and learning, they can build a culture of continual improvement by reviewing teaching and learning literature.…”

Section: The Roles and Strengths Of Teaching Librarians Published Bymentioning

confidence: 99%

SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers

McNiff¹,

Hays²

2017

Comminfolit

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“…The notion of substantive differences in what indi viduals make of scholarship (in this case SoTL) stands to generate interesting questions about how we might best support scholars with differing understandings, and perhaps about the practicalities and ethics of establishing institutes and other SoTL initiatives that favour particular conceptions over others. Indeed, further theoretical grounding of studies connected to SoTL development would be beneficial more generally, particularly if scholars were to begin to draw from a broad range of approaches that might comple ment and extend useful socio cultural models now relatively common to research in this area (e.g., Mårtensson et al, 2011;Williams et al, 2013). While the findings reported here are useful in corroborating the literature and indicating that it might be soundly applied to a specific and growing context, then, they are perhaps especially provocative for how their very sameness might push scholars of SoTL development to broaden the boundaries of our work.…”

Section: Conclusion: Findings From-and Questions For-researchmentioning

confidence: 99%

Developing SoTL through Organized Scholarship Institutes

Marquis

2015

Teaching & Learning Inquiry: The ISSOTL Journal

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The need to further integrate SoTL into college and university cultures has been discussed relatively frequently in recent teaching and learning literature. While a number of useful strategies to assist in this task have been advanced, one es pecially promising suggestion is the development of organized, institutionally recognized scholarship institutes. Centres or units of this sort have been created at higher education institutions in a number of countries, but little published infor mation currently exists about the design of these institutes or the experiences of individuals affiliated with them. To that end, the present study sought to examine the perceived benefits, challenges and design features of teaching and learning scholarship institutes at research intensive universities worldwide. A website scan and a survey of individuals affiliated with these units were used to collect qualitative and quantitative data of relevance to the research questions. Based on the findings, and on ideas from the existing research institute and scholarship of teaching and learning literatures, a series of recommendations for individuals and campuses interested in developing effective SoTL institutes are provided.

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Developing a quality culture through the Scholarship of Teaching and Learning

Cited by 102 publications

References 19 publications

SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain

SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain

SoTL in the LIS Classroom: Helping Future Academic Librarians Become More Engaged Teachers

Developing SoTL through Organized Scholarship Institutes

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