STLHE 2016 SAPES

If we think of academic staff involved in SoTL as learners, an effective way to empower them and effect change in the field is through the work of peer review: having one’s work reviewed and serving as reviewer for others. These brief texts are powerful not just in defining and guiding the field itself, but also in giving SoTL scholars a sense of empowerment—or disempowerment. Workshop participants will conduct a close reading or text analysis of a sampling of actual peer reviews from Teaching & Learning Inquiry, identifying rhetorical moves and language choices that may contribute to the sense of (dis)empowerment in learning and advancing within SoTL. The group will also identify guiding principles to support the writing and reading of peer reviews.