SoTL<sup>2</sup>: Inquiring into the Impact of Inquiry

Miller-Young, Janice; Yeo, Michelle; Manarin, Karen; Carey, Miriam; Zimmer, J. Christopher

doi:10.1002/tl.20187

Cited by 9 publications

(15 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When the TLC organizes a local conference, SoTL scholars review the submitted abstracts and organize panels or workshops. They advocate for long-term, collaborative support structures such as faculty learning communities (e.g., Cox, 2004;Hubball & Burt, 2006;Miller-Young, Yeo, Manarin, Carey, & Zimmer, 2016). Furthermore, they work to connect others to the TLC, encouraging students, contingent faculty, and colleagues who are new to SoTL to seek out the center's writing support, mentoring and partnership opportunities, and expertise, which are crucial resources for novice SoTL scholars (Kelly, Nesbit, & Oliver, 2012;Webb, 2015).…”

Section: Quadrant 2 Emerging Sotl Microcultures Established Institumentioning

confidence: 99%

Leading Up in the Scholarship of Teaching and Learning

et al. 2017

View full text Add to dashboard Cite

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.

show abstract

Section: Quadrant 2 Emerging Sotl Microcultures Established Institumentioning

confidence: 99%

Leading Up in the Scholarship of Teaching and Learning

et al. 2017

View full text Add to dashboard Cite

show abstract

“…The detailed structure of the program has been described elsewhere (Miller-Young et al 2016). In short, over the course of a year, participants from different disciplines and with varying degrees of research experience work within a facilitated learning community to move from refining a SoTL research question through design, data gathering, and the beginning of data analysis.…”

Section: Introductionmentioning

confidence: 99%

“…After the program had run for five years, all participants were invited to participate in a survey and follow-up interviews inquiring into the influence of the program on these scholars' teaching, scholarship, and career trajectories. These participants reported impact at an individual, departmental, institutional, and disciplinary level (Miller-Young et al 2016). Many participants also described feeling discomfort during their journey into SoTL.…”

Section: Introductionmentioning

confidence: 99%

Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program

Miller-Young

Yeo

Manarin

2018

ij-sotl

Self Cite

View full text Add to dashboard Cite

Faculty members from five years of an annual Scholarship of Teaching and Learning (SoTL) development program were invited to participate in a study about the impact of SoTL on their teaching, scholarship, and career trajectory. During semi-structured interviews, many expressed feeling discomfort during their journey into SoTL. A qualitative analysis using the constant comparison method showed that this discomfort was sometimes due to contrasts between SoTL and their discipline's epistemology, as well as challenges to their identity as a teacher, researcher, and a colleague. We conclude with suggestions for how faculty development and multidisciplinary SoTL communities of practice can be planned and managed.

show abstract

“…The annual call for proposals defined SoTL as "research into student learning, conducted within one's own class, that is evidence based, peer reviewed, and publicly shared; it is the investigation of fine-grained on-theground student learning outcomes of particular pedagogies; systematic scholarly inquiry into whatever influences the learning process." In Miller-Young, Yeo, Manarin, Carey, and Zimmer (2016) we describe the structure of the program in detail.…”

Section: Introductionmentioning

confidence: 99%

“…From 2009 to 2013, 41 full-time faculty members, eight contract faculty members, and one administrator participated in the program. In a survey inquiring into the influence of the program on these scholars' teaching, scholarship, and career trajectories, participants reported impact at an individual, departmental, institutional, and disciplinary level (Miller-Young et al, 2016). In Miller-Young, , we offer strategies to deal with discomfort involved in engaging with SoTL as an area of research.…”

Section: Introductionmentioning

confidence: 99%

Phenomenology of Surprise in a SoTL Scholars' Program

Yeo

Manarin

Miller-Young

2018

T&LI

Self Cite

View full text Add to dashboard Cite

Faculty members participating in a year-long Scholarship of Teaching and Learning (SoTL) development program experienced various surprises as transformational events. This study is a phenomenological exploration of these surprises. We use Dastur's (2000) understanding of surprise as a phenomenological event that allows for changed perception and the possibility of a different future through an altered state of being in the world. Four different categories of surprise are explored: surprise that doing SoTL changed teaching, surprises about students, surprises about SoTL and the research process, and finally, surprises about communities and disciplines.

show abstract

SoTL²: Inquiring into the Impact of Inquiry

Cited by 9 publications

References 5 publications

Leading Up in the Scholarship of Teaching and Learning

Leading Up in the Scholarship of Teaching and Learning

Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program

Phenomenology of Surprise in a SoTL Scholars' Program

Contact Info

Product

Resources

About

SoTL2: Inquiring into the Impact of Inquiry

Cited by 9 publications

References 5 publications

Leading Up in the Scholarship of Teaching and Learning

Leading Up in the Scholarship of Teaching and Learning

Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program

Phenomenology of Surprise in a SoTL Scholars' Program

Contact Info

Product

Resources

About

SoTL²: Inquiring into the Impact of Inquiry