The meaning researchers attach to the roles and tasks they perform. Often strongly tied to disciplinary identity but can be redefined depending on the context in which one is working.
Published in Chapter:
Overcoming Challenges to Impactful SoTL
Sherry Fukuzawa (University of Toronto, Mississauga, Canada), Dianne Ashbourne (University of Toronto, Mississauga, Canada), and Fiona Rawle (University of Toronto, Mississauga, Canada)
Copyright: © 2020
|Pages: 22
DOI: 10.4018/978-1-7998-2212-7.ch019
Abstract
In order for teaching and learning to improve throughout an institution, the Scholarship of Teaching and Learning (SoTL) must be valued within institutional culture and contribute to the scholarly identity of researchers. This chapter emphasizes some of the challenges for SoTL researchers, whether educational developers or faculty members, to consider as they begin their foray into educational research. SoTL challenges are divided into four inter-related themes: (1) scholarly identity, (2) institutional challenges, (3) accessing and searching the SoTL literature, and (4) conducting SoTL research (SoTL research design, methodology, funding and time commitments, and ethical considerations). The chapter includes a series of opportunities and resources to help SoTL researchers reframe these challenges into opportunities for their institutions.