Abstract
Faculty are increasingly interested in engaging in the scholarship of teaching and learning (SoTL) across disciplines, necessitating educational development support. While many institutions utilize one-time workshops and faculty communities offering professional development funding, the case study presented in this article takes a different approach. The aim of the Engaged Teacher-Scholar (ETS) program is to support faculty growth in a process of becoming ETS leaders across the university campus. ETS leaders advance an individual SoTL research project and are trained to develop a plan for and offer professional development events to their department, college, and university related to SoTL. The article presents an overview of the program’s objectives, organization, and outcomes over four years of implementation. The article concludes with implications for implementation at other institutions.
Highlights
STUDY DESCRIPTION The case study in this article contextualizes, through substantial description, a story of how faculty seen as scholarship of teaching and learning (SoTL) “leaders” were identified, supported, and encouraged to advocate for SoTL cultural change at the department and college level at James Madison University, a large public university in the South Atlantic United States
Distinct from SoTL approaches in educational development that create faculty communities to encourage scholarly productivity (Richlin and Cox 2004), the Engaged Teacher-Scholar (ETS) Program that we discuss in this article supports individual inquiry into teaching and learning while simultaneously attempting to catalyze unit-level conversations around SoTL
FOR IMPLEMENTATION As noted above, one of the strengths of the ETS Program is the practice of faculty developing faculty
Summary
Given the Center for Faculty Innovation and scholarship area outcomes, using a backward design model (Fink 2013), and considering the output, outcome, and impact conceptual framework, the ETS Program encourages faculty to make progress toward the following: 1) output: advancing individual SoTL projects, 2) outcome: catalyzing unit-level teacher-scholar conversations, 3) impact: generating university-wide dialogue on high impact practices. This history of funding the SoTL program is clearly a consideration for replicability and scalability elsewhere. ETS leaders’ self-reflections include quantitative and qualitative reflections on their progress toward program and individual goals
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