Conflicts and Configurations in a Liminal Space: SoTL Scholars' Identity Development

Simmons, Nicola; Abrahamson, Earle; Deshler, Jessica; Kensington-Miller, Barbara; Manarin, Karen; Morón-García, Sue; Oliver, Carolyn; Renc-Roe, Joanna

doi:10.2979/teachlearninqu.1.2.9

Cited by 36 publications

(33 citation statements)

References 17 publications

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“…Lack of a coherent and systematic way of conceptualizing SoTL can be confusing, especially for relatively new practitioners in the field (Simmons et al, 2013) and is limiting the advancement and/or acceptance of the field (Boshier, 2009). In summary, we agree with McKinney's claim (2013) that:…”

Section: What Is Sotl? the Problem Of Definitionsupporting

confidence: 43%

Conceptualizing and Communicating SoTL: A Framework for the Field

Miller-Young

Yeo

2015

Teaching & Learning Inquiry

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The emerging field of SoTL is an inherently interdisciplinary endeavor, embracing a diverse range of research methods. It desires to be hospitable to a range of disciplinary differences in world views. However, the field lacks coherence in its conceptualization and communication.Ongoing debates in the community concern the use of theory, as well as definitional questions of what constitutes SoTL and the nature of its purpose. This article offers a framework for conceptualizing the field, which attempts to broadly delineate the available theories underlying and methodologies appropriate to studying teaching and learning, while intending to be hospitable to a broad range of diverse disciplines. Further, the framework illustrates the tacit links between learning theories and methodologies, serving as a guide to potential approaches to SoTL work. The framework is illustrated with example SoTL studies. It is hoped that the framework will help to broaden the types of questions being investigated in the field, ground those investigations in appropriate theories and methodologies, and build interdisciplinary communication and understanding in the "trading zone" that is SoTL.

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Section: What Is Sotl? the Problem Of Definitionsupporting

confidence: 43%

Conceptualizing and Communicating SoTL: A Framework for the Field

Miller-Young

Yeo

2015

Teaching & Learning Inquiry

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“…We hope that this article will help to bring scholars' existing leadership activities into the conscious and explicit domain so that they can be observed and reflected upon, and offer new ideas for individual experimentation. For those interested in developing a practice of leading up and possibly contributing to the scholarship in this area, we recommend approaches that recognize the experiential and situated nature of leadership such as communities of practice (Wenger, 1998) and research methods with narrative forms of inquiry such as ethnographic methods (O'Reilly, 2012), particularly interpretive inquiry (Butler-Kisber, 2010;Morehouse, 2012) and appreciative inquiry (Schall, Ospina, Godsoe, & Dodge, 2004;Simmons et al, 2013). These practical and methodological tools encourage "the observed" to consider their own leadership identities, thus becoming developers and inquirers themselves.…”

Section: Sotl Scholar-leader Identitymentioning

confidence: 99%

“…Such people, we argue, are practising not just SoTL but SoTL leadership-"the capacity to influence others to work towards a set of shared goals" (Mighty, 2013, p. 114). Just as Simmons et al (2013) call for "opportunities for SoTL scholars to consider their academic identity" (p. 17), in this paper, we describe activities and actions that we count as SoTL leadership, and we invite those who engage in these actions to consider their identity as SoTL leaders.…”

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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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“…Simmons et al (2013), for example, note the difficulty new SoTL scholars encounter as they try to make sense of the field. As Simmons (2015) points out, "scholars of teaching and learning come from all disciplines and often bring their disciplinary lenses to studying these processes" (para.…”

Section: Introductionmentioning

confidence: 99%

Defining the Scholarship of Teaching and Learning

Simmons

Marquis

2017

cjsotl-rcacea

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The Scholarship of Teaching and Learning (SoTL) has been variously defined over its history. We suggest that evolving identity definitions are part of SoTL’s developmental process. Ascribing to Huber and Hutchings’ (2005) ‘big tent’ philosophy, we note that useful definitions of SoTL should take into account the local context and focus on the outcome of improving learning and educational quality. L’avancement des connaissances en enseignement et en apprentissage (ACEA) a été défini de diverses manières au fil de son histoire. Nous suggérons que les définitions correspondant à cette identité qui évolue font partie du processus de développement de l’ACEA. En acceptant la philosophie de la « grande tente » de Huber et Hutchings (2005), nous remarquons que les définitions utiles de l’ACEA devraient tenir compte du contexte local et se concentrer sur le résultat qui consiste à améliorer l’apprentissage et la qualité de l’éducation.

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Conflicts and Configurations in a Liminal Space: SoTL Scholars' Identity Development

Cited by 36 publications

References 17 publications

Conceptualizing and Communicating SoTL: A Framework for the Field

Conceptualizing and Communicating SoTL: A Framework for the Field

Leading Up in the Scholarship of Teaching and Learning

Defining the Scholarship of Teaching and Learning

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