Foreword: Special Issue on Scholarly Teaching

This special issue contains peer-reviewed papers presented during an organized session on scholarly teaching at the 2021 LSA Annual Meeting. The session was organized by an NSF-sponsored Faculty Learning Community that was formed in 2019 to build capacity among a cohort of linguists to advocate for scholarly teaching and the scholarship of teaching learning (SoTL).

Creating Space for Care

This chapter describes how a community of practice explored arts-based research and expression to examine issues of inequity in education. Through visual journaling, the authors found growth within their scholarly practices and care towards their emotional selves at work. Using a hybrid of self-study methodology, arts-based research, and narrative inquiry, the authors examine the outcomes of their work, illuminating how visual journaling may be used to grow one's scholarly teaching. Ultimately, the authors found their process was generative, reflective, and one that serves to generate conversations about emotional workspaces in higher education. Further, this chapter provides practical guidance for readers seeking to develop communities of self-care through visual journaling in higher education.

Guiding Students' Clinical Writing and Critical Thinking: Utilizing Scholarly Teaching to Develop and Implement a Clinical Writing Rubric

The purpose of this paper is to describe the scholarly teaching approach used to develop, implement and refine a clinical writing rubric used to provide formative feedback to graduate students in an in-house Speech-Language Pathology graduate clinic. In addition to outlining the approach, details of the rubric and supporting documentation are provided.

Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work “off the side of their desk,” if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, & Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders’ understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.