SoTL as a Professional Development Tool for Non-Standard Faculty

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Author(s): Lauren Hays (University of Central Missouri, USA)and Lindsay McNiff (Dalhousie University, Canada)
Copyright: 2020
Pages: 21
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.ch007

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

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Abstract

Non-standard faculty are individuals with faculty appointments, but whose responsibilities fall outside the traditional faculty role. Non-standard faculty are often overlooked in conversations about SoTL, but they play an integral part in the teaching and learning that occurs on post-secondary campuses. Due to the focus on local context within SoTL, non-standard faculty greatly benefit from this type of professional development. Using the micro, meso, macro, and mega framework, the authors of this chapter describe how educational developers can support non-standard faculty in using SoTL for professional development. This common SoTL framework helps educational developers bring non-standard faculty into SoTL conversations while also recognizing the unique teaching environments in which they work.

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SoTL as a Professional Development Tool for Non-Standard Faculty

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