On nurturing the emergent SoTL researcher: responding to challenges and opportunities

Kim, Alice S. N.; Popovic, Celia; Farrugia, Laura; Saleh, Salma; Maheux-Pelletier, Geneviève; Frake-Mistak, Mandy

doi:10.1080/1360144x.2020.1842743

Cited by 20 publications

(19 citation statements)

References 13 publications

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“…For example, in their intensive SoTL programming, Frake‐Mistak et al. (2020) found that participants enjoyed meeting other faculty and felt a sense of community, and one of Kim et al.’s (2021, 168–169) participants echoed one of ours: “The great thing…is there's a group going through the experience, so we can all support each other.” Our study reinforces those findings and builds upon them through explicit attention to competence and autonomy as well.…”

Section: Discussionmentioning

confidence: 97%

“…Although LCs and CoPs help develop a SoTL community, faculty new to SoTL struggle with having the skills and confidence to do SoTL (Dewar & Perkins, 2021; Miller‐Young et al., 2018) and need more targeted support for skill development. Three SoTL programs described in the literature, EduCATE (Frake‐Mistak et al., 2020; Kim et al., 2021), Nexen Scholars Program (Miller‐Young et al., 2016), and Teaching Innovation Fund (Frake‐Mistak et al., 2020) go beyond the LC/CoP model, creating targeted professional development over time that emphasizes faculty learning SoTL‐related skills (for example, developing a research question and selecting a research methodology) alongside their development of a SoTL project. However, few intensive SoTL programs have been assessed for their impact on faculty, leaving open whether they are worth the investment.…”

Section: Introductionmentioning

confidence: 99%

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Supporting faculty with SoTL through an intensive SoTL Scholars program

Taggart,

Wheeler,

Dela Cruz

2024

New Drctns for Teach & Learn

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Supporting faculty with SoTL through an intensive SoTL Scholars program

Taggart,

Wheeler,

Dela Cruz

2024

New Drctns for Teach & Learn

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“…With this in mind, those engaged in SoTL-focused educational development might experience different combinations of challenges, frictions, or support based on their unique campus cultures. Specifically, institutional support for SoTL, resource allocation (e.g., time, budget, personnel), advocacy, and faculty engagement with and motivation for SoTL can vary across institutions (Friberg 2019;Kim et al 2021;Myatt et al, 2017;Simmons et al 2021).…”

Section: Challenges Frictions and Supports Across The Levels Of The C...mentioning

confidence: 99%

Reimagining the 4M Framework in Educational Development for SoTL

Frake-Mistak

Friberg

Hamilton

2023

TLI

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In this paper, we seek to contextualize our work in SoTL-focused educational development and those who work to support others in SoTL, as interstitially spaced across the 4M Framework, re-envisioned as a flexible but formalized professional continua. The establishment of a model for educational development SoTL-related activity allows for the opportunity to explore how this work is done in a systematic manner. We offer our ideas and visions through, what we term, the 4M Continua for Educational Development as a possible understanding of the work that SoTL-focused educational developers do, as well as those who engage in educational development more broadly. While the 4M Framework provides a guide through four interrelated organizational lenses: micro; meso; macro; and mega, we have adapted a model to situate educational development work using the 4M Framework to inform the ways in which we do, contribute to, consume, advocate, and support SoTL broadly, including at local, provincial, national, and international levels. The 4M Continua can be an avenue for those who do educational development to describe their work, where the work is situated, and how support can be offered throughout the community.

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“…Furthermore, by making our SoTL journey transparent, we hope that the insights obtained will shed light on how practitioners address the challenges while operating SoTL at each level of practice. At the micro level, the struggle in developing an academic's identity as a SoTL practitioner is one of the main challenges (Kim, Popovic, Farrugia, Saleh, Maheux-Pelletier & Frake-Mistak, 2021;McGrath, 2012;Samah, 2013Samah, , 2019Simmons, Abrahamson, Deshler, Kensington-Miller, Manarin, Morón-García, Oliver & Renc-Roe, 2013). This is especially so when the academics are unfamiliar with the fundamentals of SoTL, such as the conceptualisation of SoTL and educational research (Larsson, Mårtensson, Price & Roxå, 2020), or the methodologies employed in conducting SoTL research (Hubball & Clarke, 2010), to highlight but a few instances In the case of the first author, there was a dilemma in implementing PBL because it is common for students to dislike undergoing CPBL, given the starkly different inductive learning approach.…”

Section: Addressing the Challenges Of Sotlmentioning

confidence: 99%

From micro to macro levels of practice: A showcase of a SoTL journey within and beyond classroom experiences

Mohd‐Yusof

Samah

2022

Sotls

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Scholarship of Teaching and Learning (SoTL) is closely related to a teacher's journey of personal and professional growth, which initially occurs in the classroom. In higher education, where academics are recognised experts in their fields, SoTL activities are critical for translating educational principles into innovative practices that are consistent with the body of knowledge, thus significantly facilitating the learning process of students. When implemented consistently, two components of SoTL - reflective practice and practice dissemination - have the potential to accelerate growth not only at the micro (classroom) level, but also at the meso (institutional) and macro (national and international) levels. This article showcases a SoTL journey that began with a micro level practice in engineering classes and progressed into meso and macro level implementations. Beginning with student-centred learning approaches designed to assist students with classroom engagement, motivation enhancement and contextualised learning during a challenging course, the practice expanded into institutional-level experience-sharing sessions. This resulted in the development of structured training programmes and later, a centre of excellence. SoTL practice at the institutional level paved the way for national and international professional development training. This reflection showcases SoTL implementation at all three levels while demonstrating the potential for growth from one level to another leading to wide-ranging impacts both within and beyond the classroom.

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On nurturing the emergent SoTL researcher: responding to challenges and opportunities

Cited by 20 publications

References 13 publications

Supporting faculty with SoTL through an intensive SoTL Scholars program

Supporting faculty with SoTL through an intensive SoTL Scholars program

Reimagining the 4M Framework in Educational Development for SoTL

From micro to macro levels of practice: A showcase of a SoTL journey within and beyond classroom experiences

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