Writing into the scholarship of teaching and learning: approaches to supporting faculty to find their "voice"

Meldrum, Kathryn Janet, and Giselsson, Kristi (2020) Writing into the scholarship of teaching and learning: approaches to supporting faculty to find their "voice". In: Plews, Rachel C., and Amos, Michelle L., (eds.) Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL). IGI Global, Hershey, PA, USA, pp. 161-180.

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Abstract

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

Item ID: 63736
Item Type: Book Chapter (Research - B1)
ISBN: 978-1-79982-212-7
Keywords: SoTL, writing, supporting faculty, collaboration
Copyright Information: Copyright © 2020, IGI Global.
Date Deposited: 03 Jun 2021 01:42
FoR Codes: 39 EDUCATION > 3904 Specialist studies in education > 390499 Specialist studies in education not elsewhere classified @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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