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 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.

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.

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

2019 ◽  
Vol 7 (2) ◽  
pp. 14-27 ◽  
Author(s):  
Alison Cook-Sather ◽  
Sophia Abbot ◽  
Peter Felten
Keyword(s):  
Teaching And Learning ◽  
Reflective Writing ◽  
Pedagogical Practices ◽  
Scholarly Writing ◽  
Scholarship Of Teaching ◽  
Parallel Argument ◽  
Wide Range ◽  
Accessible Form ◽  
Pedagogical Approaches ◽  
Representation Of Knowledge

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.

scholarly journals Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Marie Vander Kloet ◽  
Mandy Frake-Mistak ◽  
Michelle K McGinn ◽  
Marion Caldecott ◽  
Erin D Aspenlieder ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Collaborative Writing ◽  
Postsecondary Institutions ◽  
Scholarship Of Teaching ◽  
Employment Conditions ◽  
Institutional Knowledge ◽  
Mixed Message ◽  
Conditions De Travail ◽  
Part Time ◽  
Time Periods

An increasingly large number of courses in Canadian postsecondary institutions are taught by contingent instructors who hold full- or part-time positions for contractually limited time periods. Despite strong commitments to advancing teaching and learning, the labour and employment conditions for contingent instructors affect the incentives and possibilities for them to engage in the scholarship of teaching and learning (SoTL). Through a collaborative writing inquiry, the 9 authors examine the influences of three key conditions of contingency: institutional knowledge, status, and role; invisibility and isolation; and precarity. Four composite stories demonstrate the ways varied conditions of contingency may play out in contingent instructors’ lives and typically undermine the possibilities for them to pursue SoTL. Institutions present contingent instructors with a mixed message: research and SoTL are desirable and frequently encouraged, yet contingent instructors are often ineligible or hindered from engagement. Dans les établissements d’enseignement post-secondaires canadiens, un nombre de plus en plus élevé de cours sont enseignés par des instructeurs occasionnels ayant des contrats à temps plein ou à temps partiel pour des périodes contractuelles limitées. Malgré les solides engagements pour l’avancement de l’enseignement et de l’apprentissage, les conditions de travail et d’emploi des instructeurs occasionnels affectent les motivations et les possibilités qui pourraient leur permettre de s’engager dans l’avancement des connaissances en enseignement et en apprentissage (ACEA). Grâce à une enquête menée en collaboration, les 9 auteurs examinent les influences de trois conditions clés de ces emplois occasionnels : connaissance institutionnelle, statut et rôle; invisibilité et isolement; et précarité. Quatre témoignages composés montrent les manières dont les conditions variées de ces emplois occasionnels peuvent jouer un rôle dans la vie des instructeurs occasionnels et comment cela affaiblit les possibilités auxquelles ils ont accès afin de poursuivre des activités en ACEA. Les établissements présentent la situation des instructeurs occasionnels avec un message mixte : la recherche et l’ACEA sont des activités désirables et fréquemment encouragées, toutefois les instructeurs occasionnels sont souvent empêchés de s’y engager ou inéligibles.

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