Making SoTL Stick: Using a Community-Based Approach to Engage Faculty in the Scholarship of Teaching and Learning

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Author(s): Mandy Frake-Mistak (York University, Canada), Heidi L. Marsh (Humber College Institute of Technology and Advanced Learning, Canada), Geneviève Maheux-Pelletier (York University, Canada)and Siobhan Williams (Humber College Institute of Technology and Advanced Learning, Canada)
Copyright: 2020
Pages: 18
Source title: Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)
Source Author(s)/Editor(s): Rachel C. Plews (Haute école pédagogique du canton de Vaud, Switzerland)and Michelle L. Amos (University of Central Missouri, USA)
DOI: 10.4018/978-1-7998-2212-7.ch004

Keywords: Business & Management / Business Science Reference / Educational Administration and Leadership / Professional Development

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Abstract

In this chapter, the authors share their reflections on the practice of using a community-based approach to doing SoTL research. They examine two professional development programs at their respective institutions—York University and Humber College in Ontario, Canada—that support faculty members' engagement in SoTL research. EduCATE and the Teaching Innovation Fund are two variations of SoTL programs in which participants come together to engage in and support each other through the process of doing SoTL research and are organized around participants' individual goals rather than a predetermined set of outcomes. The authors provide a fulsome narrative and reflective account of the EduCATE and Teaching Innovation Fund programs with a particular focus on each program's development and relative success. Throughout, the impact of SoTL as a form of professional development is emphasized.

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Making SoTL Stick: Using a Community-Based Approach to Engage Faculty in the Scholarship of Teaching and Learning

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