SoTL Champions: Leveraging Their Lessons Learned

Marcketti, Sara B.; VanDerZanden, Ann Marie; Leptien, Jennifer R.

doi:10.20429/ijsotl.2015.090104

Cited by 9 publications

(10 citation statements)

References 16 publications

(11 reference statements)

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“…Nevertheless, like Mighty (2013), we argue that leadership in SoTL does not require an appointment to a formal position, nor does it require a particular temperament or personality type. Rather, successful leadership is situational, embedded in a context that includes many individuals' narratives and skills, disciplinary cultures, types of microcultures, as well as institutional structures, communication processes, and reward systems (Gibbs, Knapper, & Piccinin, 2008;Kezar & Eckel, 2002;Marcketti, VanDerZanden, & Leptien, 2015;. In their extensive work studying leadership and agency of change in higher education, Kezar and Lester (2011) demonstrate how successful leaders, including "bottom-up leaders," can leverage nine strategies for creating change and exerting agency: (1) intellectual opportunities, (2) professional development, (3) leveraging curricula and using classrooms as forums, (4) joining and utilizing existing networks, (5) working with students, (6) hiring like-minded people, (7) gathering data, (8) garnering resources, and (9) partnering with influential stakeholders.…”

Section: Sotl Leadership In Contextmentioning

confidence: 99%

Leading Up in the Scholarship of Teaching and Learning

et al. 2017

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Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniquely positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts. Drawing upon the existing SoTL literature and our own diverse experiences, we propose a framework that describes institutional contexts in terms of local SoTL activity (microcultures) and administrative support (macro-level) and use it to describe the many ways that SoTL scholars can and do “lead up” to effect change depending on their own context. We conclude by inviting scholars to consider, reflect upon, and experiment with their leadership activities, not only for their own professional growth but also to contribute to the literature in this area. Les professeurs qui font des recherches dans le domaine de l’avancement des connaissances en enseignement et en apprentissage (ACEA), y compris ceux qui n’occupent pas un poste de leadership formel, occupent une position unique pour s’engager dans des activités de leadership qui peuvent faire avancer le domaine, influencer leurs collègues et effectuer des changements dans leurs contextes locaux ainsi que dans les contextes plus vastes de leur établissement, de leur discipline et du contexte canadien en général. En nous appuyant sur la documentation déjà publiée en ACEA et sur nos diverses expériences personnelles, nous proposons un cadre qui décrit les contextes institutionnels en termes d’activités d’ACEA locales (micro-cultures) et de soutien administratif (niveau macro) que nous utilisons pour décrire les diverses manières dont les chercheurs en ACEA peuvent en arriver à effectuer des changements selon leur propre contexte. En conclusion, nous invitons les chercheurs à prendre en considération leurs activités de leadership, à y réfléchir et à faire des expériences, non seulement pour leur propre croissance professionnelle mais également pour contribuer à la documentation dans ce domaine.

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Section: Sotl Leadership In Contextmentioning

confidence: 99%

Leading Up in the Scholarship of Teaching and Learning

et al. 2017

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“…These questions provided a focus for each meeting. This allowed us to capitalize on the value of the group and discuss our implementation of SoTL while maintaining flexibility to discuss other aspects of our experience as well (Marcketti et al, 2015;McMillan & Gordon, 2017).…”

Section: Ssong Rehearsals: Methodsmentioning

confidence: 99%

“…Framing teaching through a scholarly and investigative lens unearths many truths: Teaching is not simply a technique but an enactment of a deep disciplinary appreciation and understanding (Shulman, 1993). Connecting teaching to scholarship takes place through documentation, sharing of ideas, and peer review (Marcketti, van der Zanden, & Leptien, 2015). Through regular meetings, significant conversations, and reflection from multiple perspectives over an extended period, our group provided a space for us to develop this deeper understanding of SoTL.…”

Section: The Metronome: Theoretical Frameworkmentioning

confidence: 99%

Beyond the conference: Singing our SSONG

Green

Eady

McCarthy

et al. 2020

TLI

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The International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference presents an exciting opportunity to meet with international colleagues from diverse backgrounds and situations to commune on our common interest in the Scholarship of Teaching and Learning (SoTL). As with every ISSOTL conference, the enthusiasm for SoTL was palpable in Los Angeles in 2016. Rich discussions took place, networks were formed, and promises to keep in touch were made. Unfortunately, previous conference experiences have taught us that these good intentions often fall short once the conference bubble has burst and the reality of daily life sets in once more. In an attempt to circumvent this phenomenon, we—seven colleagues from three different countries—embarked on a research project that enabled us to maintain the relationships and fruitful discussions we had initiated at ISSOTL16. We established Small, Significant Online Network Group, or SSONG, inspired by a conference workshop on small significant networks. As a group, we met regularly online using Adobe Connect© and engaged in significant conversations around SoTL that were private, trustful, and intellectually intriguing. This article reflects our experiences in establishing and maintaining the group. We discuss how the group was formed; its alignment with the concept of small, significant networks; and the benefits and challenges we encountered. Four key principles of the group that have emerged will also be discussed in detail, enabling readers to consider how they could adapt the concept for their own purposes.

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“…It is therefore extremely important that growing SoTL locally in the institution receives the collective validation of well-positioned institutional champions (Ginsberg & Bernstein, 2011;Marcketti, VanDerZanden, & Leptien, 2015) such as the provost, or a dean and connected to institutional priorities. For SoTL to take root in institutions and for a network like SoTL-Asia to thrive requires not just a broader vision of scholarship in the Boyer sense, but also the courage to walk the talk that ensuring student learning is a key mission of universities, even as the research priorities drive us in an opposite direction.…”

Section: Discourses Voices and Isolationmentioning

confidence: 99%

Leading change from different shores: The challenges of contextualizing the Scholarship of Teaching and Learning

Chng

Mårtensson

2020

TLI

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This article offers narratives of individual journeys through the scholarship of leading in three different contexts—Asia, Europe, and Africa. Together, these narratives argue for the need to make explicit the diversity of practices of the scholarship of teaching and learning (SoTL), with each practice inextricably tied to specific geographical, sociocultural, and political contexts. In offering these contextual specificities, we call on all who engage in SoTL to exercise reflexivity in thought, language, and action—to actively foreground our mental models and assumptions about SoTL and what it looks like for ourselves and for others; to sensitively engage scholars who do not share our context; and to strive toward an inclusive mindset and practice that will situate all of us within the “international” of an international organization. We highlight the problems of language, meaning, and translation; and the challenge scholars from “different shores” face in engaging with “other” shores.

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SoTL Champions: Leveraging Their Lessons Learned

Cited by 9 publications

References 16 publications

Leading Up in the Scholarship of Teaching and Learning

Leading Up in the Scholarship of Teaching and Learning

Beyond the conference: Singing our SSONG

Leading change from different shores: The challenges of contextualizing the Scholarship of Teaching and Learning

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