2016
DOI: 10.1002/tl.20187
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SoTL2: Inquiring into the Impact of Inquiry

Abstract: This chapter briefly describes the SoTL research development program and context at Mount Royal University, reports initial results from a study of the program's impact on participants’ teaching and scholarly activities, and situates the findings regarding individual impact, department‐level impact, institution‐level impact, and discipline‐level impact within the current literature and the Canadian context.

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Cited by 9 publications
(15 citation statements)
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“…When the TLC organizes a local conference, SoTL scholars review the submitted abstracts and organize panels or workshops. They advocate for long-term, collaborative support structures such as faculty learning communities (e.g., Cox, 2004;Hubball & Burt, 2006;Miller-Young, Yeo, Manarin, Carey, & Zimmer, 2016). Furthermore, they work to connect others to the TLC, encouraging students, contingent faculty, and colleagues who are new to SoTL to seek out the center's writing support, mentoring and partnership opportunities, and expertise, which are crucial resources for novice SoTL scholars (Kelly, Nesbit, & Oliver, 2012;Webb, 2015).…”
Section: Quadrant 2 Emerging Sotl Microcultures Established Institumentioning
confidence: 99%
“…When the TLC organizes a local conference, SoTL scholars review the submitted abstracts and organize panels or workshops. They advocate for long-term, collaborative support structures such as faculty learning communities (e.g., Cox, 2004;Hubball & Burt, 2006;Miller-Young, Yeo, Manarin, Carey, & Zimmer, 2016). Furthermore, they work to connect others to the TLC, encouraging students, contingent faculty, and colleagues who are new to SoTL to seek out the center's writing support, mentoring and partnership opportunities, and expertise, which are crucial resources for novice SoTL scholars (Kelly, Nesbit, & Oliver, 2012;Webb, 2015).…”
Section: Quadrant 2 Emerging Sotl Microcultures Established Institumentioning
confidence: 99%
“…The detailed structure of the program has been described elsewhere (Miller-Young et al 2016). In short, over the course of a year, participants from different disciplines and with varying degrees of research experience work within a facilitated learning community to move from refining a SoTL research question through design, data gathering, and the beginning of data analysis.…”
Section: Introductionmentioning
confidence: 99%
“…After the program had run for five years, all participants were invited to participate in a survey and follow-up interviews inquiring into the influence of the program on these scholars' teaching, scholarship, and career trajectories. These participants reported impact at an individual, departmental, institutional, and disciplinary level (Miller-Young et al 2016). Many participants also described feeling discomfort during their journey into SoTL.…”
Section: Introductionmentioning
confidence: 99%
“…The annual call for proposals defined SoTL as "research into student learning, conducted within one's own class, that is evidence based, peer reviewed, and publicly shared; it is the investigation of fine-grained on-theground student learning outcomes of particular pedagogies; systematic scholarly inquiry into whatever influences the learning process." In Miller-Young, Yeo, Manarin, Carey, and Zimmer (2016) we describe the structure of the program in detail.…”
Section: Introductionmentioning
confidence: 99%
“…From 2009 to 2013, 41 full-time faculty members, eight contract faculty members, and one administrator participated in the program. In a survey inquiring into the influence of the program on these scholars' teaching, scholarship, and career trajectories, participants reported impact at an individual, departmental, institutional, and disciplinary level (Miller-Young et al, 2016). In Miller-Young, , we offer strategies to deal with discomfort involved in engaging with SoTL as an area of research.…”
Section: Introductionmentioning
confidence: 99%