Abstract
ABSTRACT: SoTL has been embraced as a viable approach to professional development for higher education faculty. Workshops and programs of various types and lengths have offered guidance and provided mentorship for SoTL novices. Many books, manuals, and websites describe how to undertake a SoTL investigation, but far fewer sources of advice exist for those assisting faculty beginning in SoTL. In this article, two Carnegie scholars reflect on their experiences and lessons learned helping others join the SoTL community. They discuss common characteristics of the new scholars they encountered and the types of assistance, both intellectual and institutional, that the scholars needed. They offer advice and suggest resources for working with new SoTL scholars and describe some of the benefits that accrue from this work.
Highlights
The scholarship of teaching and learning (SoTL) is seen as a valuable form of professional development for college and university faculty (Adams, 2009; Elton, 2009; Fanghanel, 2013; Hutchings, Huber, & Ciccone, 2011; Trigwell & Felten, 2011)
In the Foreword to Phillips and Dennison (2015, p. xi-xii), Cox discusses how three well-known structural development theories (Baxter Magolda, 1992; Belenky et al, 1986; Perry, 1970) could be operationalized for mentoring faculty, but we found no source focused on details of the process of SoTL mentoring at a finer grain
The authors, both Carnegie scholars but from different cohorts and in very different disciplines (Dewar, 2003–04 in mathematics, and Perkins, 1999–2000 in theater arts), met while mentoring small groups of novice SoTL scholars in the National CASTL (Carnegie Academy for the Scholarship of Teaching and Learning) Summer Institute that had been developed as part of the Carnegie Institutional Leadership Program
Summary
The scholarship of teaching and learning (SoTL) is seen as a valuable form of professional development for college and university faculty (Adams, 2009; Elton, 2009; Fanghanel, 2013; Hutchings, Huber, & Ciccone, 2011; Trigwell & Felten, 2011). Our literature search turned up far fewer sources of guidance for those taking on roles as mentors or advisors to beginning SoTL scholars. The literature is full of examinations and reflections on peer mentoring in the academy in general, but these rarely reference SoTL. The main discussions of SoTL mentoring in academic journals focus on examples of institutional structures fostering the work (Fanghanel, 2013; Hubball, Clarke, & Poole, 2010; Marquis, 2015; Michael, Case, Danielson, Hill, Lochbaum, McEnery, & Perkins, 2010). Xi-xii), Cox discusses how three well-known structural development theories (Baxter Magolda, 1992; Belenky et al, 1986; Perry, 1970) could be operationalized for mentoring faculty, but we found no source focused on details of the process of SoTL mentoring at a finer grain In the Foreword to Phillips and Dennison (2015, p. xi-xii), Cox discusses how three well-known structural development theories (Baxter Magolda, 1992; Belenky et al, 1986; Perry, 1970) could be operationalized for mentoring faculty, but we found no source focused on details of the process of SoTL mentoring at a finer grain
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