Investigating support for scholarship of teaching and learning; We need SoTL educational leaders

Abstract

In this paper, we focus on the experience of faculty learning to do the Scholarship of Teaching and Learning (SoTL). Our two studies uncovered similar threshold concepts in SoTL in two contrasting contexts; one study done in the United Kingdom with teaching-focused academics while the other study, done in North America, focussed on educational leaders at a researchintensive university. Both studies revealed similar ontological and epistemological transformations of learning and doing SoTL. Underpinning the results of these studies is the reality that educational leaders are situated within a complex cultural network of personal, professional, and financial tensions. There are two levels of institutional culture: university level and departmental level. But, institutional policies are only useful if also supported locally. This paper is of interest to those developing their expertise in supporting SoTL, as well as faculty on a teaching and scholarship career route.

Profesup: calidad de la docencia en universidades iberoamericanas

“…Para alcanzar este propósito los profesores de Universidad deben estar informados de las perspectivas teóricas de la enseñanza y el aprendizaje de su propia disciplina y capacitados para recoger evidencias rigurosas de su práctica de enseñanza (Francis, 2006). Esto implica reflexión, indagación, evaluación, documentación y comunicación (Webb, & Tierney, 2019). La integración de resultados de investigación en la enseñanza, mediante proyectos de innovación, es otro componente de este objetivo.…”

Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community

“…Likewise, the experience of moving from expert (research/clinical) to novice (SoTL) in this FLC was equally troublesome. Webb and Tierney (2019) described a similar state of liminality for academics from STEM backgrounds as they engaged with aspects of SoTL, such as the language of educational literature and different methodological approaches.…”

Ferramentas Tecnológicas Usadas Pelos Discentes Do Ensino Superior Em Período Da Pandemia Do Covid-19

“…Para alcanzar este propósito los profesores de Universidad deben estar informados de las perspectivas teóricas de la enseñanza y el aprendizaje de su propia disciplina y capacitados para recoger evidencias rigurosas de su práctica de enseñanza (Francis, 2006). Esto implica reflexión, indagación, evaluación, documentación y comunicación (Webb, & Tierney, 2019).…”