Abstract
ABSTRACT In this paper, we focus on the experience of faculty learning to do the Scholarship of Teaching and Learning (SoTL). Our two studies uncovered similar threshold concepts in SoTL in two contrasting contexts; one study done in the United Kingdom with teaching-focused academics while the other study, done in North America, focussed on educational leaders at a research-intensive university. Both studies revealed similar ontological and epistemological transformations of learning and doing SoTL. Underpinning the results of these studies is the reality that educational leaders are situated within a complex cultural network of personal, professional, and financial tensions. There are two levels of institutional culture: university level and departmental level. But, institutional policies are only useful if also supported locally. This paper is of interest to those developing their expertise in supporting SoTL, as well as faculty on a teaching and scholarship career route.
Highlights
This paper is based on a scholarly collaboration between two Scholarship of Teaching and Learning (SoTL) educators at universities in the United Kingdom and Canada
The studies that we pursued uncovered the nature of threshold concepts in SoTL in two contrasting contexts: the Canadian study explored the factors that supported or hindered university level educational leaders as they develop expertise SoTL, while the UK Study focused on the barriers to engaging with SoTL for teaching-focused Life Sciences faculty
The findings of this study suggest that it was important to draw upon a holistic view of scholarship, especially when it came to integrating the unique practices of an interdisciplinary field like SoTL
Summary
This paper is based on a scholarly collaboration between two Scholarship of Teaching and Learning (SoTL) educators at universities in the United Kingdom and Canada. Both of the studies explore threshold concepts (Meyer & Land, 2003, 2005) in SoTL (Tierney, 2016; Webb, 2015) with educational leaders and teaching-focused academics. Current strategic initiatives require a framework for faculty members to engage with scholarship in teaching and learning to support institutional programme changes and high quality educational experiences for students.
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