Scholarly Personal Narrative in the SoTL Tent

Ng, Laura; Carney, Mary

doi:10.20343/teachlearninqu.5.1.10

Cited by 14 publications

(3 citation statements)

References 12 publications

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“…This results in a textbook example of teaching a "null" curriculum, in which students learn that the subjective world and their own subjective selves are not important, indeed, in many instances, not even real (Palmer 1998). This is a mistake, and it distances students and faculty alike from important research, teaching, and learning strategies (Ng and Carney 2017). Instructors and faculty can counteract this inclination by, if not embracing, at least exploring the parts of themselves that value and embrace subjective experience.…”

Section: The Authenticity Of the Educator: Spirituality In The Academymentioning

confidence: 99%

Now I Can See the Moon

Adams¹

2021

Wabash Journal

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Contemplative education dawns in the 21st century with great possibility. Thus far, the field resonates with life and promises to expand American educational pedagogies with ideas of new epistemologies, dynamics, and languaging around why, how, and whom we educate. Much work has been done on the analysis of the threads that may inform contemplative studies, from our own culture and that of others, and this article adds to that body of work, exploring ways that western pedagogical strategies might inform contemplative education, most specifically in terms of purpose, the interior life of faculty, and the relationship with students.

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Section: The Authenticity Of the Educator: Spirituality In The Academymentioning

confidence: 99%

Now I Can See the Moon

Adams¹

2021

Wabash Journal

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“…This push for the valuing of reflective writing has been accompanied by growing attention to methodologies that encourage reflection. Ng and Carney (2017), for instance, have argued for the use of a social science research technique called the "scholarly personal narrative" to capture "the interior, intellectual life of educators within their scholarly framework" (p. 1). We appreciate the discipline of this and related approaches, but we worry that putting strict methodological parameters around personal reflections will simply create new and unnecessary hurdles for the diversity of participants engaged in this work to present their narratives.…”

Section: Situating Our Argument and Describing Our Approachmentioning

confidence: 99%

Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited

Cook-Sather

Abbot

Felten

2019

TLI

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In a classic 2010 article, Craig Nelson critiques his own previously held “Dysfunctional Illusions of Rigor” that for years had constrained his teaching. He demonstrates that certain “rigorous” pedagogical practices disadvantage rather than support learners, and he argues for an expansion of what counts as legitimate pedagogical approaches. We evoke Nelson’s assertions to make a parallel argument regarding the traditional conventions of academic discourse. While formal scholarly writing may be well suited to capturing some of the outcomes of the Scholarship of Teaching and Learning (SoTL), these genres can also be exclusive; inadequate to the task of conveying the complex, incomplete, and messy aspects of the work; and neither interesting nor accessible to those who are not required to produce or to read SoTL publications. We propose that reflective writing be legitimated as a form of writing for SoTL, and we use examples from a growing body of reflective writing about pedagogical partnership to illustrate our points. Echoing Nelson, our four reasons for this expansion of legitimacy are: (1) the process of reflection is an essential component of learning; (2) reflective writing captures the complexity of learning; (3) reflection is an accessible form of writing for both new and experienced SoTL authors; and (4) reflective writing is accessible to a wide range of readers. We conclude by emphasizing the potential of including reflective writing among those modes of analysis valued in SoTL to expand what counts as rigor in the construction and representation of knowledge about teaching and learning.

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“…It might let us read, and write, the stories of teaching and learning differently" (Manarin, 2017, p. 7). Similarly, Ng and Carney (2017) argue the value in "illuminating the interior, intellectual life of educators" and the "messy, nuanced arena of teaching and learning" (pp. 1, 11) via Nash's (2004) genre of the scholarly personal narratives.…”

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confidence: 99%

Creative Innovation Takes a (Team Teaching) Family

Pope-Ruark

Motley

Moner

2019

T&LI

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Team teaching can be a valuable means of enabling cross-disciplinary collaboration, interdisciplinary study, and pedagogical innovation, but the logistical and intellectual challenges can seem too daunting to overcome. Here, we share the story of how four faculty members from professional writing, communications, and computing sciences developed a team teaching "family" as we imagined, created, launched, and ran an innovative experiential learning program at our university. The Design Thinking Studio in Social Innovation is a semester-long program worth four full courses of credit that brought us together with 14 students from disciplines across the university to learn and apply design thinking and social innovation theories to a large-scale civic engagement project. Here we explore the lived experience of the faculty during the pilot semester and how our team-teaching family was crucial to our personal and professional success supporting our "kids" in this high-stress environment. We then offer tips for creating your own team-teaching family.

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Scholarly Personal Narrative in the SoTL Tent

Cited by 14 publications

References 12 publications

Now I Can See the Moon

Now I Can See the Moon

Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited

Creative Innovation Takes a (Team Teaching) Family

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