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Wednesday, June 22 • 11:15 - 12:15
CON01.04b - Effecting Change through a SoTL Fellows Program

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As we develop, embed, and sustain the Scholarship of Teaching and Learning (SoTL) within institutional contexts, challenges emerge. Faculty can be discouraged by heavy workloads (Brew, 2010), and an undervaluing of teaching and teaching-related inquiry (Chalmers, 2011). For many, becoming a SoTL scholar also means cultivating a new sense of academic identity and navigating unfamiliar epistemologies, methodologies, and scholarly communities (Simmons et al., 2013). Strategies for actively supporting SoTL scholars and integrating their work into institutional fabrics are thus paramount (Marquis, 2015).

Our team will present the results of the second phase of a participant-led research process exploring the impact of a unique institutional SoTL initiative (facilitator-led Research Fellows) on departments, teaching and learning, and researcher identity.

In the first year of the program, participants developed a collaborative research project exploring their perceptions and experiences of the Research Fellows’ model. Initial findings suggested both strengths and challenges of the program in relation to developing community, cultivating identity, navigating institutional structures, and bridging various campus units. Second-phase results draw from data gathered through responses to a co-developed survey and a focus group with participants.

Participants will consider a model of SoTL support, including question prompts and survey questions, for possible adaptation and exploration in their own contexts.

Brew, A. (2010). Transforming academic practice through scholarship. IJAD, 15(2), 105–116.

Chalmers, D. (2011). Progress and challenges to the recognition and reward of the scholarship of teaching in higher education. HERD, 30(1), 25–38.

Simmons, N., Abrahamson, E., Deshler, J. M., Kensington-Miller, B., Manarin, K., Morón-García, S., Oliver, C., Renc-Roe, J. (2013). Conflicts and configurations in a liminal space: SoTL scholars’ identity development. TLI, 1(2): 9-21.

Marquis, E. (2015). Developing SoTL through organized scholarship institutes. TLI 3(2), 19-26.

avatar for Trevor Holmes

Trevor Holmes

Senior Instructional Developer, University of Waterloo
Trevor Holmes is an educational developer with a background in cultural studies and English literature. He teaches in the Women's Studies program at the University of Waterloo where he is also a Senior Instructional Developer at the Centre for Teaching Excellence.
avatar for Elizabeth Marquis

Elizabeth Marquis

McMaster University
Beth Marquis is an Assistant Professor in the Arts & Science Program and the McMaster Institute for Innovation and Excellence in Teaching and Learning (MIIETL).

Additional Authors

John Maclachlan

MIETL Research Fellow
avatar for Kris Knorr

Kris Knorr

RTL Conference Chair, McMaster University
Kris Knorr is a research coordinator at MIIETL

MIETL Research Fellows

Konstantinos Apostolou, Dan Centea, Robert Cockcroft, John Maclachlan, and Sandra Monteiro are MIIETL Research Fellows, and are cross-appointed to academic departments on the McMaster campus.

Wednesday June 22, 2016 11:15 - 12:15 EDT
UCC 56