scholarly journals Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals

2019 ◽  
Vol 7 (2) ◽  
pp. 28-50
Author(s):  
Mick Healey ◽  
Kelly E Matthews ◽  
Alison Cook-Sather
Keyword(s):  
Identity Formation ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Professional Staff ◽  
Discourse Community ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Writing Genres ◽  
New Literature ◽  
Learning Issues

LOCATE: There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for scholarship of teaching and learning (SoTL) journals. One of the challenges of beginning to write about SoTL is that most scholars have become interested in exploring teaching and learning issues in higher education (HE) alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres as well. Hence, for many, as they write up their SoTL projects, they are simultaneously forging their identities as SoTL scholars. FOCUS: We unpack the process of writing SoTL articles for peer-reviewed journals with the goal of supporting both new and experienced SoTL scholars (faculty/academics, professional staff, and students) as they nurture and further develop their voices and their SoTL identities and strive to contribute to the enhancement of learning and teaching in HE. REPORT: We pose three related sets of overarching questions for consideration when writing SoTL articles for peer-reviewed journals followed by heuristic frameworks for publishing in five specific writing genres (empirical research articles, conceptual articles, case studies of practice, reflective essays, and opinion pieces). ARGUE:  Using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of SoTL scholars and their sense of belonging within the SoTL discourse community.

scholarly journals Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Clarke Mathany ◽  
Katie M. Clow ◽  
Erin D Aspenlieder
Keyword(s):  
Graduate Students ◽  
Identity Development ◽  
Identity Formation ◽  
Teaching And Learning ◽  
Professional Staff ◽  
Scholarship Of Teaching ◽  
Disciplinary Identity ◽  
Research Institution ◽  
Barriers And Opportunities ◽  
Groupes De Discussion

Developing an identity as a Scholarship of Teaching and Learning (SoTL) researcher is associated with tensions of expanding on one’s disciplinary identity and often traversing the liminal space between disciplines that result in a newfound perception of professional self. This study explores the differences that emerged in SoTL identity formation among three different groups of researchers. Focus groups of faculty, graduate students, and professional staff who identified as SoTL researchers were conducted at one comprehensive research institution. Using thematic analysis, the differences and similarities for each of these groups in terms of barriers to SoTL identity formation and motivations for developing a SoTL identity are shared. Reflecting on these barriers and opportunities, a variety of implications for practice for Educational Developers are suggested as they look to support the SoTL identity development of researchers at their institutions. Le développement d’une identité en tant que chercheur en avancement des connaissances en enseignement et en apprentissage (ACEA) est associé à des tensions d’expansion de l’identité disciplinaire et consiste souvent à traverser l’espace liminal entre les disciplines qui aboutit à une perception nouvelle de son soi professionnel. Cette étude explore les différences qui émergent lors de la formation de l’identité en ACEA parmi trois groupes différents de chercheurs. Des groupes de discussion de professeurs, d’étudiants de cycle supérieur et de personnel professionnel qui s’identifient comme chercheurs en ACEA ont été organisés dans un établissement de recherche complète. L’analyse thématique a permis de mettre à jour les différences et les similarités parmi chacun de ces groupes en termes d’entraves à la formation d’une identité en ACEA, ainsi que les motivations nécessaires au développement d’une identité en ACEA. La réflexion sur ces entraves et sur les opportunités permet de suggérer une variété d’implications pour la pratique des conseillers pédagogiques quand ceux-ci sont à la recherche de soutien pour le développement de l’identité en ACEA des chercheurs dans leurs établissements respectifs.

scholarly journals Foreword: 2019 International Collaborative Writing Groups (ICWGs)

2021 ◽  
Vol 9 (1) ◽  
pp. 258-261
Author(s):  
Lauren Scharff ◽  
Aysha Divan ◽  
Phillip Motley
Keyword(s):  
Collaborative Research ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Professional Staff ◽  
Writing Groups ◽  
Scholarly Writing ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
International Perspectives ◽  
International Collaborative

Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and write with international collaborators, and 2) to contribute meaningful and topical perspectives to the SoTL literature. 

scholarly journals Foreword: 2019 International Collaborative Writing Groups (ICWGs)

2021 ◽  
Vol 9 (1) ◽  
pp. 258-261
Author(s):  
Lauren Scharff ◽  
Aysha Divan ◽  
Phillip Motley
Keyword(s):  
Collaborative Research ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
Professional Staff ◽  
Writing Groups ◽  
Scholarly Writing ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
International Perspectives ◽  
International Collaborative

Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and write with international collaborators, and 2) to contribute meaningful and topical perspectives to the SoTL literature. 

scholarly journals From isolation to cross-cultural collaboration: My international PhD journey as tō iwi

2020 ◽  
Vol 4 (2) ◽  
pp. 228
Author(s):  
Amrit Melissa Dencer-Brown
Keyword(s):  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Early Career ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Aotearoa New Zealand ◽  
Early Career Researcher ◽  
The Uk ◽  
Difficult Times

This reflective piece is about my journey as an international PhD candidate from the UK to Aotearoa (New Zealand). I speak about my search to try and find a sense of belonging as an outsider and some of the challenges in doing community-focused research as an early career researcher from elsewhere. This piece includes key challenges of building networks, collaboration and overcoming the death of my father, half-way through my PhD. I speak about a toolkit of strength and resilience I had to create and now use in the support of my students and peers as a lecturer in education during the pandemic. This piece is about finding kindness and compassion in myself and receiving it from others to help with isolation in difficult times.   Keywords: Reflection, Resilience, Compassion, Kindness, Networks, Community, IsolationHow to cite this article:Dencer-Brown, A.M. 2020. From isolation to cross-cultural collaboration: My international PhD journey as tō iwi. Scholarship of Teaching and Learning in the South. 4(2): 228-234. https://doi.org/10.36615/sotls.v4i2.142.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Research Paradigms Underpinning Scholarship of Teaching and Learning Papers

2020 ◽  
pp. 70-82
Author(s):  
Kym Fraser ◽  
Ekaterina Pechenkina
Keyword(s):  
Teaching And Learning ◽  
Original Sample ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Research Paradigms ◽  
The Individual ◽  
Dominant Paradigm

In this second edition of this chapter, the authors re-examine the question of paradigms underpinning contemporary Scholarship of Learning and Teaching (SoTL) research. Focusing on the same journals from the original sample, the authors applied the same methodological tools to the new sample which comprised randomly selected articles published in 2018. The authors identified the paradigm underpinning each article by looking at the stated or implied intent of the article's authors, the drivers of their research (axiology), the nature of the knowledge/understanding developed from their research (epistemology), the literature and methods used, and the outcomes of their work. Using the classification of research paradigms employed in this book, the neo-positivist, inductive mode emerged as the dominant paradigm in both journals, accounting for over half of the papers in both the individual and combined samples. The findings are discussed in terms of their application to future SoTL research.

scholarly journals Emerging response-abilities: a reflection on the 2019 SOTL in the South conference

2020 ◽  
Vol 4 (1) ◽  
pp. 69
Author(s):  
Shashi Cullinan Cook
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Context ◽  
The South ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Fourth Industrial Revolution ◽  
University Of Technology

The second biennial ‘SOTL in the South’ conference was held at the Central University of Technology (CUT) in Bloemfontein, South Africa, in October 2019. Scholarship of Teaching and Learning (SOTL) is gaining increasing traction in South African universities, and this conference was a collaboration between the Centre for Innovation in Learning and Teaching at CUT, and SOTL in the South. The theme of this conference was ‘Creating space for Southern narratives on Teaching and Learning’ and the keynote speakers were Boaventura de Sousa Santos, Joanne Vorster, Sabelo Ndlovu-Gatsheni and Catherine Manathunga. In this piece I reflect on the conference and identify some of the narratives that emerged from it. I share some of the discussions by keynote speakers and presenters which help to expand discourses on the interconnectedness of decolonisation, and economic, social and environmental justice, and I explain why I look to ‘Southern SOTL’ for guidance in negotiating contradictions in my teaching and learning context. In this piece I consider the response-abilities of higher educators to contribute to these urgent matters.Key words: SOTL in the South, research in teaching and learning, global South, north-south, decolonisation, 4IR, fourth industrial revolution, response-abilityHow to cite this article:Cullinan Cook, S. 2020. Emerging response-abilities: a reflection on the 2019 SOTL in the South conference. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 69-85. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=135This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Two educators reflect on their immigration experience through creative writing

2021 ◽  
Vol 1 (1) ◽  
pp. 17-28
Author(s):  
Jasna Schwind ◽  
Oi Ling Helen Kwok
Keyword(s):  
Creative Writing ◽  
Life Events ◽  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Place Of Birth ◽  
Scholarship Of Teaching ◽  
Stage Of Development ◽  
Self Study ◽  
Significant Life

Following Dewey’s philosophy of experience that all our life events inform how we evolve, both personally and professionally, two educators reflect on their immigration experiences. Being uprooted from one’s place of birth to another, at an oftentimes turbulent stage of development, young people face challenges in finding their sense of belonging. We engage in creative writing to reflect on our respective experiences of immigration to Canada to support our scholarship of teaching and learning. Using Dewey’s three criteria of experience: continuity, relationship, and situation, and Connelly and Clandinin’s Narrative inquiry self-study framework, we delve deeper into understanding how the transplantation from one continent to another continues to impact who we are today as persons and professionals. This critical reflection is of further value to us as educators, because we also want to gain a greater appreciation for our students’ experiences, most of whom have lived the stories of immigration. In this way, we hope to more effectively support and encourage our students, not only to survive, but to thrive in their new landscape. We trust our work will, likewise, be of service to educators worldwide who want to engage in their own inquiry of personally significant life events, and thus support the same in their students.

scholarly journals Teaching Lives: An Arts-Informed Exploration of Teacher Experience

2018 ◽  
Vol 3 (2) ◽  
pp. 150-171
Author(s):  
Tiina Kukkonen ◽  
Benjamin Bolden
Keyword(s):  
Sense Of Belonging ◽  
Visual Art ◽  
Teaching And Learning ◽  
Teacher Experience ◽  
Pedagogical Practices ◽  
Conceptions Of Teaching ◽  
Learning And Teaching

With this article we connect the knowledge and experiences of two retired schoolteachers to present-day paradigms of learning and teaching in schools through narrative and arts-informed research processes. By extracting meaning from narratives of teacher experience and representing those meanings using musical and visual art media and methods, we hope to engage percipients in a form of “empathetic participation” that may lead to new and/or revitalized conceptions of teaching and learning, inform current pedagogical practices, and enhance teachers’ sense of belonging to an intergenerational community of educators. 

The Scholarship of Teaching and Learning and Higher Education Research

2020 ◽  
pp. 56-69
Author(s):  
Peter Ling
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Academic Work ◽  
Higher Education Research ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Academic Activity ◽  
Contentious Issue ◽  
Academic Activities

In this chapter, understandings of the scholarship of teaching and learning and of education research are reviewed, exploring the boundaries of each and the possibilities for overlap. Distinguishing these concepts has practical value in defining the components of academic work, and the form of credit given for academic activities. The conclusion reached is that an academic activity may involve both scholarship of teaching and learning and education research, provided that, inter alia, it involves systematically investigating a contentious issue or a gap in current understandings of education, in a form sufficient to warrant conclusions that have the potential to contribute to current understandings of pedagogy or other aspects of education. A sample of current publications concerning scholarship of teaching and learning is reviewed to illustrate possible relationships between writing related to the scholarship of learning and teaching and education research.

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