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In this chapter, the authors share their reflections on the practice of using a community-based approach to doing SoTL research. They examine two professional development programs at their respective institutions—York University and Humber College in Ontario, Canada—that support faculty members' engagement in SoTL research. EduCATE and the Teaching Innovation Fund are two variations of SoTL programs in which participants come together to engage in and support each other through the process of doing SoTL research and are organized around participants' individual goals rather than a predetermined set of outcomes. The authors provide a fulsome narrative and reflective account of the EduCATE and Teaching Innovation Fund programs with a particular focus on each program's development and relative success. Throughout, the impact of SoTL as a form of professional development is emphasized.

Using conversation analysis as methodology, this article provides a link between the local organization of talk and larger societal issues by investigating specific conversational sequences in which French speakers from different speech communities interact. It is argued that in addition to dealing with problems of speaking, hearing, and understanding, repair can simultaneously be used to negotiate linguistic membership. Repair can be used to establish, confirm, or insist on speakers' belonging to one particular speech community over another. Moreover, participants can use repair to express affiliation and disaffiliation with each other. The implications of this research are discussed, linking the organization of conversation with issues of language and identity, specifically with the social meaning of dialect variety in the Francophone world. Thus, this article demonstrates how phenomena commonly discussed on the macro level are realized and negotiated on the micro level.

This study examines the lived experiences of seven internationally diverse scholars from Canada, the United States, New Zealand, and Australia to answer the question: how do we make meaning of our collective boundary crossing experiences across disciplines and positions within SoTL? Our positions range from graduate student, faculty, and academic developers, to department chair and centre director. We conducted a phenomenological study, based on narratives of experience, and drew on Wenger-Trayner and Wenger-Trayner’s (2015) theoretical framework that explores the features of a landscape of practice. Guided by this framework, we analyze our boundary crossings and brokering across the “diverse, political and flat” features of the SoTL landscape. Our collective findings highlight the critical role brokers play in facilitating boundary crossings. Brokering is precarious, bringing people together, building trusting relationships, and developing legitimacy while negotiating deadlocks, bureaucracy, authorities, and a multitude of challenges. Brokers, we found, require strength and resilience to mobilise, influence, and drive change in the landscape to transform existing practices or create new ones. We suggest that our analytical process can be used as a tool of analysis for future research about how brokers influence the SoTL landscape of practice and how brokering enhances SoTL development, support, and leadership.

Nested Within or Swallowed Up: Le dilemme des chercheurs francophones en pédagogie postsecondaire au Canada Annexe A -Récits des auteur(e)s Le récit de Geneviève Maheux-PelletierGeneviève détient un doctorat en linguistique appliquée de la University of Illinois at UrbanaChampaign. De 2005 à 2012, elle a été professeure et coordonnatrice du programme de français langue seconde de l'Université de l'Alberta. Grâce à son rôle de coordonnatrice, elle a compris toute l'importance de la formation pédagogique chez les professeur(e)s universitaires, ce qui l'a amené à choisir le conseil pédagogique en 2013, et par la suite à s'intéresser à la RePP. Geneviève est actuellement conseillère en pédagogie universitaire à l'Université York et enseigne la didactique du français langue seconde à l'Université de Toronto. (préférences, motivation, performance, etc.) Définir la recherche en pédagogie postsecondaire Pour moi, c'est d'abord et avant tout la recherche (formelle et informelle) sur les pratiques d'enseignement et leur impact sur l'expérience d'apprentissage