scholarly journals Reflections on the Emergence and Evolution of a Scholarship of Teaching and Learning Community of Practice Within a Research-Intensive Higher Education Context

2016 ◽  
pp. 219-239
Author(s):  
Peta Dzidic ◽  
Emily Castell ◽  
Lynne D. Roberts ◽  
Peter J. Allen ◽  
Michelle Quail
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Scholarship Of Teaching

Building Faculty SoTL Skills Through a Multi- and Interdisciplinary Writing Community of Practice

2020 ◽  
pp. 78-95
Author(s):  
Sandra Sgoutas-Emch ◽  
Judith Liu ◽  
Moriah Meyskens ◽  
Tara Ceranic Salinas ◽  
Jane Friedman ◽  
...  
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Strategic Plan ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Educational Excellence ◽  
Writing Community ◽  
Over Time

Cultivating a community of faculty to support Scholarship of Teaching and Learning (SoTL) work at universities can be challenging. There are many obstacles to overcome—obstacles such as how to sustain such efforts over time. The Center for Educational Excellence set out to design a strategic plan designed to address certain barriers to SoTL work and to create a long-standing community of practice for a SoTL group of faculty members—a group that has lasted over nine years to date. This chapter outlines strategies employed over the years and the evolution of the interdisciplinary group from a learning community to community of practice. The stories of past and present members are included along with advice on how others may have successful programs at their universities.

scholarly journals Creating, Sustaining and Realising the Value of a Faculty-wide Community of Teaching Practice

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Michelle Honey ◽  
Trudi Aspden ◽  
Anuj Bhargava ◽  
Louise Carrucan-Wood ◽  
Angela Tsai ◽  
...  
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Future Directions ◽  
Academic Literature ◽  
Shared Interest ◽  
Wide Community

Communities of practice are frequently described and discussed in academic literature and within education. They are depicted as groups of people with a shared interest coming together and in a higher education setting this shared interest relates to the practice of teaching and learning. The establishment of a cross-discipline faculty-wide community of practice to support educators in higher education is novel. This paper describes the establishment of a community of practice within one university faculty uniting educators across multiple disciplines within the Faculty. Data spanning thirty months since the inception of a teaching and learning community are presented. The findings illustrate a growing community of practice, along with perceived benefits and future directions. The creation of an interprofessional faculty-wide community of practice illustrates how educators can be drawn together because of their common passion for teaching and learning and a mutual concern of how to maximise student learning.

Building Faculty SoTL Skills Through a Multi- and Interdisciplinary Writing Community of Practice

2021 ◽  
pp. 72-90
Author(s):  
Sandra Sgoutas-Emch ◽  
Judith Liu ◽  
Moriah Meyskens ◽  
Tara Ceranic Salinas ◽  
Jane Friedman ◽  
...  
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Strategic Plan ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Educational Excellence ◽  
Writing Community ◽  
Over Time

Cultivating a community of faculty to support Scholarship of Teaching and Learning (SoTL) work at universities can be challenging. There are many obstacles to overcome—obstacles such as how to sustain such efforts over time. The Center for Educational Excellence set out to design a strategic plan designed to address certain barriers to SoTL work and to create a long-standing community of practice for a SoTL group of faculty members—a group that has lasted over nine years to date. This chapter outlines strategies employed over the years and the evolution of the interdisciplinary group from a learning community to community of practice. The stories of past and present members are included along with advice on how others may have successful programs at their universities.

scholarly journals TLABs: A Teaching and Learning Community of Practice – What is it, Does It Work and Tips for Doing One of Your Own

2020 ◽  
Vol 17 (5) ◽  
pp. 136-147
Author(s):  
Shelley Beatty ◽  
◽  
Kim Clark ◽  
Jo Lines ◽  
Sally-Anne Doherty ◽  
...  
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Academic Careers ◽  
Teaching Skills ◽  
Western Australian ◽  
Successful Teaching

Communities of Practice are an increasingly common tool used to support novice academics in higher education settings. Initiated in 2015 at a Western Australian University, TLABs is an acronym for ‘Teaching and Learning for Level A and B’ academic staff and was designed to build a community of practice to mentor junior academics; help them develop their teaching skills; and enhance academic careers. The paper describes the nature of TLABs; how it is experienced from the perspective of participants and provides recommendations for implementing a successful teaching and learning community of practice in a higher education setting.

scholarly journals Reflections on the Development of International Collaborative Writing Groups (ICWGs) about Teaching and Learning in Higher Education

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Mick Healey
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Future Development ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Writing Groups ◽  
Scholarship Of Teaching ◽  
The Future ◽  
International Collaborative

This paper explores the development of a model for international collaborative writing groups (ICWGs) about teaching and learning in higher education, which began in geography in 1999 and was then transferred to the scholarship of teaching and learning community in 2012. It summarises some of the evidence which has emerged from research into the experience of participants in ICWGs. The paper ends with a few comments on the future development of the model. Dans cet article, l’auteur explore le développement d’un modèle de groupes internationaux de rédaction en collaboration portant sur l’enseignement et l’apprentissage dans l’enseignement supérieur, qui a vu le jour en géographie en 1999 et qui, plus tard, en 2012, a été transféré à la communauté de l’avancement des connaissances en enseignement et en apprentissage. L’auteur présente un résumé d’un certain nombre de preuves qui ont résulté de la recherche sur l’expérience vécue par les participants à ces groupes internationaux de rédaction. En conclusion, l’auteur présente quelques commentaires sur le développement futur de ce modèle.

A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network

2014 ◽  
pp. 1-23
Author(s):  
Piergiuseppe Ellerani
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Learning Community ◽  
Professional Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
Management Tool ◽  
Video Research ◽  
Education Network

This chapter concerns the research project carried out in a confederation of Institutions of Higher Education (IHE) in seven Latin American countries. Considering the intercultural background of IHE, the universities defined a new profile of their teachers and other human resources by setting up a new model of teaching and learning based on a “learning process” and shifting the paradigm of learning to “centered teaching.” In this chapter, three characteristics of this process are presented: the first one refers to the profile built as the “product” of an Intercultural Community of Thought; the second one refers to a participatory process, called “the value cycle,” as a working model that allows one to co-construct profiles of university teachers, administrative staff, and human resources staff; the third one presents the tools and the technologies using both of them (Personal and Social Virtual Learning Environment based on Web 2.0, the Human Resource Management Tool, Video-Research, E-Portfolio). The project, carried out through action-research, defines a shared idea of the quality of teaching, a research based and supported by tools, that allows teacher self-assessment as well as the possibility to monitor the quality of universities and to develop plans for continuous improvements by building a community of learning. Qualitative and quantitative studies' data are given.

Engagement, Publishing, and the Scholarship of Teaching and Learning

2018 ◽  
pp. 234-256
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Early Stage ◽  
Research Practice ◽  
Scholarship Of Teaching ◽  
Ernest Boyer ◽  
Research And Teaching ◽  
New Directions ◽  
History Of ◽  
Historical Trajectory

Following a critical appraisal of research and teaching in U.S. higher education, Ernest Boyer advocated that teaching should be recognized and rewarded as an activity that was at least as important as traditional disciplinary scholarship. He insisted that teaching had its own scholarly component which deserved fuller recognition, appreciation, and dissemination. This chapter explores Boyer's reconsideration of the activities and priorities of higher education and the emerging history of what would become known as the scholarship of teaching and learning (SoTL). From an early stage in its historical trajectory, SoTL explorations were linked to a publication imperative. Publication was seen as essential for consolidating the discipline's status and for improving the efficacy of teaching. The chapter reconsiders the publication requirement, its impact on the vision and mission of SoTL, and the degree to which it has repositioned and reprioritized teaching in the academy. It also provides suggestions for furthering SoTL's impact and for new directions for research, practice, and publication.

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