Misalignments: Challenges in Cultivating Science Faculty with Education Specialties in Your Department

Bush, Seth D.; Pelaez, Nancy; Rudd, James A.; Stevens, Michael T.; Tanner, Kimberly D.; Williams, Kathy S.

doi:10.1093/biosci/biu186

Cited by 18 publications

(32 citation statements)

References 23 publications

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“…Identifying with and aligning with SoTL colleagues, even those investigating aspects of teaching and learning in the same discipline, may not be as easy as aligning with a more tightly focused disciplinary research community (Kelley, 2008). Bush, Pelaez, Rudd, Stevens, Tanner, and Williams (2013;2015) identified that in science at least, a significant proportion of academics who undertake SoTL feel there is often a misalignment between the expectations of their employers and their own goals for undertaking SoTL research. Additionally, their employers frequently "misunderstand the nature of scholarly activity" that is SoTL in the science classroom (Bauer, Clevenger, Cole, Jones, Kelter, Oliver-Hoyo, & Sawrey, 2008, p. 900).…”

Section: Introductionmentioning

confidence: 99%

How Experienced SoTL Researchers Develop the Credibility of Their Work

Billot

Rowland

Carnell

et al. 2017

T&LI

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Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on credibility of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work.

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Section: Introductionmentioning

confidence: 99%

How Experienced SoTL Researchers Develop the Credibility of Their Work

Billot

Rowland

Carnell

et al. 2017

T&LI

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“…Therefore, it is important for administrators to acknowledge this challenge for L(P)SOEs, either by providing additional training in conducting DBER, for example through the establishment of workshops in DBER skills or mentorships with DBER scholars, or by hiring L(P)SOE candidates with this education research background. This is especially important for the success of L(P)SOE faculty; in the analogous SFES literature, a substantial portion of SFESs reported the desire to leave their positions because of the lack of support for their work in the departments [39][40]25].…”

Section: Discussionmentioning

confidence: 99%

“…Teaching faculty, in contrast to their tenure-track research colleagues, spend more of their time on classroom instruction and may be expected to be knowledgeable about evidence-based instructional practices. Such individuals could potentially have positive impacts both on students in their classrooms as well as their faculty colleagues [25].…”

Section: Introductionmentioning

confidence: 99%

“…Another group of faculty specific to the STEM disciplines, is the Science Faculty with Education Specialties (SFES) [25,[38][39][40]. SFES are self-designated or peer-designated individuals who "take on a specialized role within science education in their disciplines" [39] within both tenure-track and non-tenure-track faculty positions.…”

Section: Introductionmentioning

confidence: 99%

“…Despite their emphasized role in the education mission of their institutions, SFES were trained primarily in discipline-specific research with roughly 20% also earning graduate degrees in science education or a related field [40]. As far as SFES impact, the primary data collected thus far are from the perspective of the SFES themselves with these individuals reporting their roles as pedagogical resources for department colleagues, instigators of curriculum reform, and cultivators of departmental change in the education arena [25].…”

Section: Introductionmentioning

confidence: 99%

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Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives

Harlow

Saichaie

et al. 2020

PLoS ONE

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Teaching faculty are a potential mechanism to generate positive change in undergraduate STEM education. One such type of faculty is the Lecturer with Potential Security of Employment (L(P)SOE), a tenure-track faculty line within the University of California (UC) system. As a foundation for future studies, we sought to characterize individuals in the L(P)SOE position in terms of their background training, job expectations, and resources available for their success. Data were collected through an online survey completed by over 80% of STEM L(P)SOEs across the UC system, as well as interviews with over 20 deans and chairs in STEM departments at three UC campuses. From this work, we found that the majority of current L(P)SOEs were formally trained within their disciplines and not in an education field; however, they possessed substantial education experience, such as classroom teaching or participation in professional development opportunities. Expectations for time spent on teaching, research, and service are aligned between individuals within varying ranks of the L(P)SOE faculty and between L(P)SOEs and administrators. L(P)SOEs and administrators are also in agreement about what constitutes acceptable professional development activities. Interestingly, we identified differences that may reflect changes in the position over time, including increased start-up funds for more recently hired L(P)SOE faculty and a differing perspective on the role of discipline-based education research and scholarly activities between non-tenured and more senior L(P)SOEs. Overall, these data provide a snapshot of the L(P)SOE position that will aid in future work to identify the potential institutional impact of these individuals.

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Understanding innovative teaching practice in higher education: a framework for reflection

Fraser

2019

Higher Education Research & Development

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Misalignments: Challenges in Cultivating Science Faculty with Education Specialties in Your Department

Cited by 18 publications

References 23 publications

How Experienced SoTL Researchers Develop the Credibility of Their Work

How Experienced SoTL Researchers Develop the Credibility of Their Work

Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives

Understanding innovative teaching practice in higher education: a framework for reflection

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