The Journey to SoTL: Institutionally Supporting a Transition to Scholars of Teaching and Learning

From Statistics Anxiety to SoTL: How a scholarly enquiry led to professional growth

“…I have completed many projects over the years and have published in SoTL journals, given conference presentations and even the odd keynote and I think I have forgotten what it's like to be 'new'. Oddly, I still feel 'new' and can resonate with S3's remarks about 'still' feeling like I'm in the shallow end, after all developing as a SoTLer takes time (McEwan, 2022). I also now realise the absolute importance of 'adequate preparation'.…”

“…Glassick's framework calls for SoTL to be effectively presented. Indeed, one distinction from 'a scholarly approach' to teaching and SoTL is that SoTL is disseminated, shared, and becomes public and open to critique (Kern et al, 2015;McEwan, 2022). Whether or not such scholarship is public, highly cited or has significant impact is another matter for another debate (e.g., see Canning & Masika, 2020), but for this work an important question for the authors of Bock et al (2020) and Alexander et al (2022) was: 'On reflection, what would you choose to communicate about your project and how?…”

“…Whilst early career support for SoTL can be effective in developing understanding of and engagement in SoTL (McEwan, 2022), it is also inconsistent (Tierney, 2016). However, is engaging in SoTL itself an example of practice-based learning and development?…”

Are we there (yet?): An analysis of SoTL institutionalization at University College Cork

“…This chapter joins a conversation that has been developing internationally, including Europe (Myllykoski-Laine et al, 2022), North America (Kenny et al, 2016;Newton et al, 2019;Wise et al, 2022;Wuetherick & Yu, 2016), the UK (McEwan, 2022;Webb & Tierney, 2020), Australia and Singapore (Myatt et al, 2018), South Africa (Boughey, 2011;Vithal, 2018), and New Zealand (Haigh et al, 2011). We believe a lens of self-reflection on our efforts to integrate SoTL within the fabric of an institution to be a worthwhile exercise to uncover the specifics of how "significant networks" and leadership operate within our context (Mårtensson et al, 2011;Roxå et al, 2008;Verwoord & Poole, 2016) and hope the insights generated can contribute to a growing understanding of institutionalization of SoTL in Higher Education.…”

“…Looking to the existing, albeit limited, scholarship on SoTL institutionalization, we note a number of highly contextual reports of individual or institutional experiences of institutionalization at specific institutions (Galle, 2009; Kenny et al., 2016; Mårtensson et al., 2011; McEwan, 2022; Roxå et al., 2008; Vithal, 2018). Additionally, studies looking at the national or even sector‐wide role of SoTL in Higher Education recognize the importance of context and culture in SoTL institutionalization (Cruz, 2014; Hamilton, 2014; Miller‐Young et al., 2017; Myllykoski‐Laine et al., 2022; Schroeder, 2007; Williams et al., 2013).…”