Call for Chapters: Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)

Editors

Rachel C. Plews, Haute école pédagogique Vaud
Michelle L. Amos, University of Central Missouri

Call for Chapters

Proposals Submission Deadline: April 26, 2019
Full Chapters Due: July 28, 2019
Submission Date: October 23, 2019

Introduction

Faculty learning, or faculty professional development, can be unconscious, multi-dimensional, and multi-level, occurring in the connection between theory, practice, and person (Korthagen, 2017). To support this learning, faculty development programs should aim to address the challenges and opportunities of the person in addition to the elements of theory and practice corresponding to the notion of the “effective educator.” One way to make this connection is through structured inquiry into one’s teaching, known as the Scholarship of Teaching and Learning (SoTL). SoTL provides a platform for faculty members to reflect on their own teaching with the overall goal of improving their practice. Through this research process, and subsequent outcomes, teaching strategies are challenged, existing ideas may shift or expand, and evidence is secured to inform future pedagogical decisions (Phung, Cole, & Zarestky, 2017).

SoTL presents an opportunity for faculty professional development that is action-oriented, evidence-based, and engaging for faculty members at any stage in their academic career. Educational developers play a central role in supporting faculty members through this process and by using the results to inform their ongoing professional development programming. This publication will introduce SoTL and its role in educational development, and then provide practical support for both educational developers and faculty members looking to engage, and perhaps collaborate, in this inquiry.


Objective

The objective of this publication is to deliver a guide for educational developers to work with higher education faculty members in the SoTL research domain as a method of professional development. While there are many publications that address SoTL itself, the focus of this book - the role of the educational developer in promoting and supporting SoTL as part of a professional development program, will contribute to the field of academic development, as well as to the larger SoTL domain.

Target Audience

The primary target audience for this book is individuals working in academic development in higher education. The book will serve as a guide for those wishing to work with faculty members seeking evidence-based methods to inform their teaching practice. It can also be used by administrators and faculty members as a resource for professional development.

Recommended Topics

The book will be divided into four major sections:
Theoretical Background
SoTL in Action - The Phases of a SoTL project
Practice Examples
Assessing the Impact of SoTL

Recommended topics include, but are not limited to:
The history and evolution of SoTL as a research domain
SoTL as a form of professional development
SoTL as tool for reflection
The characteristics of a SoTL project
The steps or phases of a SoTL project*
The role of the educational developer in accompanying a SoTL project*
Practice examples (educational developer perspective)*
Practice example (faculty member perspective)*
Assessing the impact of SoTL on teaching practice
Assessing the impact of SoTL on educational development
Assessing the impact of SoTL in a discipline or across disciplines
Assessing the impact of SoTL in an institution

*Educational developers and faculty members are encouraged to submit a proposal as co-authors to deliver a blended perspective reflecting the objective of this book.


Submission Procedure

Researchers and practitioners are invited to submit on or before April 29, 2019 a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by May 15, 2019 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by July 28, 2019, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM online submission manager.


Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2020.

Important Dates

July 28, 2019: Full Chapter Submission

September 25, 2019: Review Results Returned to Authors

October 23, 2019: Revisions - Final Chapter Submission by Authors (Note: IGI requires that all authors arrange for professional proofreading and polishing of their drafts with special attention to APA citation. If authors do not do this, they risk having their chapters rejected by IGI)


Inquiries

Please contact Rachel Plews at rachel.plews@hepl.ch or Michelle Amos at mamos@ucmo.edu
Contributor resources for Authors: http://www.igi-global.com/publish/contributor-resources/


Back to Call for Papers List