86
Views
0
CrossRef citations to date
0
Altmetric
Feature Articles

SoTL Clusters: Faculty-Focused Needs-Based Scholarship of Teaching and Learning Support

, &
Pages 24-30 | Received 25 May 2021, Accepted 31 Mar 2022, Published online: 30 Jan 2024

References

  • Adendorff, H. (2011). Strangers in a strange land–On becoming scholars of teaching. London Review of Education, 9(3), 305–315. https://doi.org/10.1080/14748460.2011.616323
  • Bell, G. G. (2005). Clusters, networks, and firm innovativeness. Strategic Management Journal, 26(3), 287–295. https://doi.org/10.1002/smj.448
  • Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Jossey-Bass.
  • Burns, S., Merchant, C., & Appelt, E. (2013). Campus survey on the status of the Scholarship of Teaching and Learning (SOTL) by health sciences faculty. Education, 133(4), 502–512. https://www.ingentaconnect.com/contentone/prin/ed/2013/00000133/00000004/art00013
  • Chalmers, D. (2011). Progress and challenges to the recognition and reward of the Scholarship of Teaching in higher education. Higher Education Research & Development, 30(1), 25–38. https://doi.org/10.1080/07294360.2011.536970
  • De Courcy, E., Loblaw, T., Paterson, J., Southam, T., & Wilson, M. M. (2017). Framework for strengthening the scholarship of teaching and learning in the Canadian college sector. The Canadian Journal for the Scholarship of Teaching and Learning, 8(2), Article 5. https://doi.org/10.5206/cjsotl-rcacea.2017.2.5
  • Franks, A. F., & Payakachat, N. (2020). Positioning the scholarship of teaching and learning squarely on the center of the desk. American Journal of Pharmaceutical Education, 84(9), Article 8046. https://doi.org/10.5688/ajpe8046
  • Gardner, A., & Willey, K. (2018). Academic identity reconstruction: The transition of engineering academics to engineering education researchers. Studies in Higher Education, 43(2), 234–250. https://doi.org/10.1080/03075079.2016.1162779
  • Gubbins, P. O. (2014). The scholarship of teaching and learning: An opportunity for clinical faculty members in academic pharmacy and other health professions to develop a program of scholarship. International Journal for the Scholarship of Teaching and Learning, 8(1), Article 3. https://doi.org/10.20429/ijsotl.2014.080103
  • Hum, G., Amundsen, C., & Emmioglu, E. (2015). Evaluating a teaching development grants program: Our framework, process, initial findings, and reflections. Studies in Educational Evaluation, 46, 29–38. https://doi.org/10.1016/j.stueduc.2015.02.004
  • Islam, M. A., Taheri, R., McBane, S., & Talukder, R. (2020). Faculty assessment of scholarship of teaching and learning among United States pharmacy programs. Currents in Pharmacy Teaching and Learning, 12(10), 1163–1170. https://doi.org/10.1016/j.cptl.2020.04.025
  • Kenny, N., Watson, G. P. L., & Desmarais, S. (2016). Building sustained action: Supporting an institutional practice of SoTL at the University of Guelph. New Directions for Teaching and Learning, 2016(146), 87–94. https://doi.org/10.1002/tl.20191
  • Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://doi.org/10.1080/13814788.2017.1375092
  • Langley-Turnbaugh, S. J., & Shehata, T. (2015). Research cluster development at a predominantly undergraduate institution. Research Management Review, 20(2), 1–13. https://www.ncura.edu/Portals/0/Docs/RMR/2015/v20_n2_LangleyTurnbaugh.pdf
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  • Malfroy, J., & Willis, K. (2018). The role of institutional learning and teaching grants in developing academic capacity to engage successfully in the scholarship of teaching and learning. International Journal for Academic Development, 23(3), 244–255. https://doi.org/10.1080/1360144X.2018.1462188
  • Marquis, E., Holmes, T., Apostolou, K., Centea, D., Cockcroft, R., Knorr, K., Maclachlan, J. C., Monteiro, S. D., & Karamanis, T. (2017). SoTL research fellows: Collaborative pathfinding through uncertain terrain. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). https://doi.org/10.5206/cjsotl-rcacea.2017.3.9
  • Mathany, C., Clow, K. M., & Aspenlieder, E. D. (2017). Exploring the role of the scholarship of teaching and learning in the context of the professional identities of faculty, graduate students, and staff in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 8(3). https://doi.org/10.5206/cjsotl-rcacea.2017.3.10
  • Oermann, M. H. (2014). Defining and assessing the scholarship of teaching in nursing. Journal of Professional Nursing, 30(5), 370–375. https://doi.org/10.1016/j.profnurs.2014.03.001
  • Owens, K. D., Steer, D., & McConnell, D. (2006). Researcher, teacher, education researcher: The evolution of a university geoscience instructor. School Science and Mathematics, 106(1), 27–35. https://doi.org/10.1111/j.1949-8594.2006.tb18068.x
  • Parker, L. C., Gleichsner, A. M., Adedokun, O. A., & Forney, J. (2016). Targeting change: Assessing a faculty learning community focused on increasing statistics content in life science curricula. Biochemistry and Molecular Biology Education, 44(6), 517–525. https://doi.org/10.1002/bmb.20974
  • Schwind, J. K., McCay, E., Lapum, J., Fredericks, S., Beanlands, H., Romaniuk, D., LeGrow, K., & Edwards, S. (2014). The experience of developing a faculty research cluster using the creativity of the narrative reflective process. Creative Nursing, 20(3), 164–70. https://doi.org/10.1891/1078-4535.20.3.164
  • Trigwell, K. (2013). Evidence of the impact of scholarship of teaching and learning purposes. Teaching and Learning Inquiry, 1(1), 95–105. https://doi.org/10.20343/teachlearninqu.1.1.95
  • Trigwell, K., Caballero Rodriguez, K., & Han, F. (2012). Assessing the impact of a university teaching development programme. Assessment & Evaluation in Higher Education, 37(4). https://doi.org/10.1080/02602938.2010.547929
  • Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing and Health Sciences, 15(3), 398–405. https://doi.org/10.1111/nhs.12048
  • Verwoord, R., & Poole, G. (2016). The role of small significant networks and leadership in the institutional embedding of SoTL. New Directions for Teaching and Learning, 2016(146), 79–86. https://doi.org/10.1002/tl.20190
  • Webb, A. S., & Tierney, A. M. (2020). Investigating support for scholarship of teaching and learning; we need SoTL educational leaders. Innovations in Education and Teaching International, 57(5), 613–624. https://doi.org/10.1080/14703297.2019.1635905
  • Williams, A. L., Verwoord, R., Beery, T. A., Dalton, H., McKinnon, J., Strickland, K., Pace, J., & Poole, G. (2013). The power of social networks: A model for weaving the scholarship of teaching and learning into institutional culture. Teaching and Learning Inquiry: The ISSOTL Journal, 1(2), 49–62. https://doi.org/10.20343/teachlearninqu.1.2.49
  • Wuetherick, B., & Yu, S. (2016). The Canadian teaching commons: The scholarship of teaching and learning in Canadian higher education. New Directions for Teaching and Learning, 146, 23–30. https://doi.org/10.1002/tl.20183

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.