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Thursday, June 23 • 10:30 - 11:20
CON05.01 - Supporting your Scholarship of Teaching and Learning Writing

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Writing is a fundamental skill for academics and publication is the central metric of success for promotion and tenure purposes. Although the need for writing support is evident across disciplines, this need may be even more pronounced for academics engaged in the scholarship of teaching and learning (SoTL). Writing SoTL research for publication may represent a substantial departure from disciplinary writing both in terms of how it is produced and what is produced (Chick, Cornell-Swanson, Lazarides, & Meyers, 2014). In fact, Chick and colleagues (2014) suggest that a considerable number of quality SoTL studies are never published as they can get stalled in the writing stage as a result of barriers such as perceived unfamiliarity of the processes and products in SoTL. Consistent with the more general writing support literature, SoTL writing support has been shown to impact faculty members positively (e.g., Chick et al., 2014; Marquis, Healey, & Vine, 2015; Weaver, Robbie, & Radloff, 2014).


Based on the relevant literatures and the facilitators’ and session attendees’ experiences, we will discuss different models of writing support, their respective advantages and disadvantages, and steps for implementing different approaches to supporting one’s own writing and that of other members of the SoTL community. Through self-reflective exercises and facilitated discussion, participants will identify their strengths and weaknesses in SoTL writing as well as the writing supports that would help improve their writing. Attendees will also develop a writing action plan to capitalize on their strengths and engage supports to empower themselves as writers.


Chick, N. L., Cornell-Swanson, L. V., Lazarides, K., & Meyers, R. (2014). Reconciling apples & oranges: A constructivist SoTL writing program. International Journal for the Scholarship of Teaching and Learning, 8(2), 13.


Marquis, E., Healey, M., & Vine, M. (2015). Fostering collaborative teaching and learning scholarship through an international writing group initiative. Higher Education Research & Development, 1-14.


Weaver, D., Robbie, D., & Radloff, A. (2014). Demystifying the publication process–a structured writing program to facilitate dissemination of teaching and learning scholarship. International Journal for Academic Development, 19(3), 212-225.



Presenters
KM

Ken Meadows

Ken N. Meadows is an educational researcher with the Teaching Support Centre and a researcher with the Centre for Research on Teaching and Learning in Higher Education at Western University, and the managing editor of The Canadian Journal for the Scholarship of Teaching and Learning._x000D_
JM

Janice Miller-Young

Janice Miller-Young is the Director of the Institute for the Scholarship of Teaching and Learning at Mount Royal University, an associate editor for The Canadian Journal for the Scholarship of Teaching and Learning, and the chair of SoTL Canada. Her scholarly interests include faculty learning and novice/expert differences in higher education.
CR

Carol Roderick

Carol Roderick, Ph.D., is the Director of the Faculty & Curriculum Development Centre at OCAD University and an associate editor with The Canadian Journal for the Scholarship of Teaching and Learning. Her research interests include transformative learning, educational transitions, and the teaching and learning experience in higher education.


Thursday June 23, 2016 10:30 - 11:20
UCC 37

Attendees (34)




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