Going public with pedagogical inquiries: SoTL as a methodology for faculty professional development
DOI:
https://doi.org/10.20343/teachlearninqu.1.1.59Keywords:
SoTL, faculty development, democratic, dialogicAbstract
In this paper, I discuss SoTL as a methodology for the professional development of academics. I propose that as an agentic form of inquiry that focuses on processes, boundary-crossing, and making public its findings, SoTL is a sophisticated methodology that brings the activities of teaching and research in close alignment, and contributes to developing an approach to inquiry that differs from what I have called “managed” research. I propose that, as a methodology for professional development, SoTL provides a space for dialogic critique of singular investigations into practice that contribute to advancing individual and collective knowledge of the field of higher education. I argue that in a context where approaches to practice have become driven by competitivity and international rankings that rely on objectivist understandings of practice for their judgments, SoTL presents an alternative, rich model of practice.
Metrics
References
Argyris, C. (1977) Double loop learning in organizations. Harvard Business Review 55 (5): 115 - 125.
Blackwell, R. and McLean, M. (1996) Mentoring new university teachers. International Journal for Academic Development 1 (2): 80-85.
Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate. Princeton, New Jersey: Carnegie Foundation for the Advancement of Teaching.
Brew, A. (2007) Approaches to the scholarship of teaching and learning. In A. Brew and J. Sachs (Eds.), Transforming a University: The Scholarship of Teaching and Learning in Practice. Sydney: Sydney University Press: 1-10.
Brew, A. (2011) Higher Education Research and the Scholarship of Teaching and Learning: The Pursuit of Excellence. International Journal for the Scholarship of Teaching and Learning 5 (2): http://www.georgiasouthern.edu/ijSoTL.
Brown, J. S., Collins, A. and Duguid, P. (1989) Situated Cognition and the Culture of Learning. Educational Researcher 18: 32 - 42.
Buchanan, J., Gordon, S. et al. (2008) From mentoring to monitoring: the impact of changing work environments on academics in Australian universities. Journal of Further and Higher Education 32 (3): 241-250.
Callon, M., Lascoumes, P. and Barthe, Y. (2001) Acting in an Uncertain World: An Essay on Technical Democracy. Cambridge, Massachusetts and London, England: The MIT Press.
Cousin, G. (2008) Reconsidering scholarship reconsidered. In R. Murray. The Scholarship of Teaching and Learning in Higher Education. Maidenhead: McGraw-Hill The Society for Research into Higher Education and Open University Press: 91-97.
Cox, M. D. (1997) Long-term patterns in a mentoring program for junior faculty: Recommendations for practice. To Improve the Academy 16: 225 - 268.
D’Andrea, V. and Gosling, D. (2005) Improving Teaching and Learning in Higher Education: A whole institution approach. Maidenhead: The Society for Research in Higher Education and Open University Press.
Elton, L. (2005) Scholarship and the Reseach and Teaching Nexus. In R. Barnett. Reshaping the University: New Relationships between Research, Scholarship and Teaching Maidenhead: The Society for Research in Higher Education and Open University Press: 108-118.
Eraut, M. (2000) Non-formal learning, implicit learning and tacit knowledge in professional work. In F. Coffield. The necessity for informal learning. Bristol: The Policy Press: 12 - 31.
Fanghanel, J. (2004) Capturing dissonance in university teacher education environments. Studies in Higher Education 29 (5): 575 - 590.
Fanghanel, J. (2007) Local responses to institutional change: a discursive approach to positioning. Studies in Higher Education 32 (2): 187-205.
Fanghanel, J. (2008) The Shaping of SoTL in the UK: Reflections on the London SoTL International Conference. ISSoTL Newsletter 3 (1): 9 -10.
Fanghanel, J. (2012) Being an Academic. London and New York: Routledge.
Guile, D. and Young, M. F. D. (2003) Transfer and Transition in Vocational Education: Some Theoretical Considerations. In T. Tuomi-Gröhn and Y. Engeström Between School and Work: New Perspectives on Transfer and Boundary-Crossing. Amsterdam: Pergamon: 63-81.
Huber, M. T. and Hutchings, P. (2005) The Advancement of Learning: Building the Teaching Commons. San Francisco: Jossey-Bass.
Huber, M. T. and Morreale, S. P., Eds. (2002) Disciplinary styles in the scholarship of teaching and learning: Exploring common ground. Washington, D.C.: American Association for Higher Education.
Hutchings, P. (2000) Opening Lines: Approaches to the Scholarship of Teaching and Learning. Palo Alto, CA: The Carnegie Foundation for the Advancement of Teaching.
Hutchings, P. (2007) Theory: The Elephant in the Scholarship of Teaching and Learning Room. International Journal for the Scholarship of Teaching and Learning 1 (1): http://academics.georgiasouthern.edu/ijSoTL/v1n1/essays/hutchings/IJ_Hutchings.pdf
Hutchings, P. and Huber, M. T (2008) Placing Theory in the Scholarship of Teaching and Learning. Arts and Humanities in Higher Education 7 (3): 229-244.
Hutchings, P., Huber, M. T., and Ciccone, A.. (2011) Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact. San Francisco: Jossey-Bass.
Hutchings, P. and Shulman, L. S. (1999). The Scholarship of Teaching: New Elaborations, New Developments. Change 31 (5): 10-15.
Kandlbinder, P. (2007) The Challenge of Deliberation for Academic Development. International Journal for Academic Development 12 (1): 55-59.
Knight, P. (2002) Being a Teacher in Higher Education. Buckingham: The Society for Research into Higher Education and Open University Press.
Knight, P., Tait, J. et al. (2006) The professional learning of teachers in higher education. Studies in Higher Education 31 (3): 319-339.
Knight, P. and Trowler, P. (1999) It takes a village to raise a child: mentoring and the socialisation of new entrants to the academic professions. Journal of Mentoring and Tutoring 7(1): 23-34.
Kreber, C. (2013) Authenticity in and through teaching in higher education: The transformative potential of the scholarship of teaching. London and New York: Routledge.
Lave, J and Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge. Cambridge University Press.
Lee, A., Manathunga, C. et al. (2010) Shaping a culture: oral histories of academic development in Australian universities. Higher Education Research and Development 29 (3): 307-318.
Lucas, L. (2006) The Research Game in Academic Life. Maidenhead: The Society for Research into Higher Education and Open University Press.
Lyotard, J. F. (1984) The Postmodern Condition. Manchester: Manchester University Press.
Manathunga, C. (2006) Doing Educational Development Ambivalently: Applying post-colonial metaphors to educational development? International Journal for Academic Development 11(1): 19-29.
McNay, I. (2009) Research quality assessment: objectives, approaches, responses and consequences. In A. Brew and L. Lucas. Academic research and researchers. Maidenhead: McGraw Hill, The Society for Research into Higher Education and Open University Press: 35-53.
Parker, J. (2002) A New Disciplinarity: communities of knowledge, learning and practice. Teaching in Higher Education 7(4): 373-386.
Peseta, T., Manathunga, C., et al. (2010) What kind of interdisciplinary space is academic development? In M. Davies, M. Devlin and M. Tight Interdisciplinary higher education: international perspectives on higher education research Vol 5. Amsterdam: Emerald Group Publishing Ltd: 97-111.
Prosser, M. & Trigwell, K. (1999) Understanding Learning and Teaching: The Experience in Higher Education. Buckingham: Society for Research into Higher Education and Open University Press.
Prosser, M. and Trigwell, K. (2009) ISSOTL 2008 Conference More Scholarly. ISSOTL Newsletter: The International Commons 4, 1.
Rege Colet, N., McAlpine, L., et al. (2011) Le concept de Scholarship of Teaching and Learning: La recherche sur l’enseignement supérieur et la formalisation des pratiques enseignantes. Revue Recherche et Formation 67: 91-104.
Scott, P. (2009) Foreword. In Brew, A. and Lucas, L. (Eds.) Academic Research and Researchers. Maidenhead: Society for Research into Higher Education and Open University Press.
Trowler, P., Fanghanel, J. et al. (2005) Freeing the Chi of Change: The Higher Education Academy and Enhancing Teaching and Learning in Higher Education. Studies in Higher Education 30 (4): 427-444.
Tuomi-Gröhn, T. and Engeström, Y. (2003) Conceptualizing Transfer: From Standard Notions to Developmental Perspectives. In T. Tuomi-Gröhn and Y. Engeström. Between School and Work: New Perspectives on Transfer and Boundary-Crossing. Amsterdam: Pergamon: 19-38.
