Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program
Faculty members from five years of an annual Scholarship of Teaching and Learning (SoTL) development program were invited to participate in a study about the impact of SoTL on their teaching, scholarship, and career trajectory. During semi-structured interviews, many expressed feeling discomfort dur...
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Georgia Southern University
2018-01-01
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doaj-e57dae414ec145a285015aabc91713702020-11-25T01:33:42ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442018-01-0112110.20429/ijsotl.2018.120103Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development ProgramJanice Miller-YoungMichelle YeoKaren ManarinFaculty members from five years of an annual Scholarship of Teaching and Learning (SoTL) development program were invited to participate in a study about the impact of SoTL on their teaching, scholarship, and career trajectory. During semi-structured interviews, many expressed feeling discomfort during their journey into SoTL. A qualitative analysis using the constant comparison method showed that this discomfort was sometimes due to contrasts between SoTL and their discipline’s epistemology, as well as challenges to their identity as a teacher, researcher, and a colleague. We conclude with suggestions for how faculty development and multidisciplinary SoTL communities of practice can be planned and managed.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol12/iss1/3faculty developmentmultidisciplinarySoTLdiscomfortepistemologyidentity |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Janice Miller-Young Michelle Yeo Karen Manarin |
spellingShingle |
Janice Miller-Young Michelle Yeo Karen Manarin Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program International Journal for the Scholarship of Teaching and Learning faculty development multidisciplinary SoTL discomfort epistemology identity |
author_facet |
Janice Miller-Young Michelle Yeo Karen Manarin |
author_sort |
Janice Miller-Young |
title |
Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program |
title_short |
Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program |
title_full |
Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program |
title_fullStr |
Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program |
title_full_unstemmed |
Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program |
title_sort |
challenges to disciplinary knowing and identity: experiences of scholars in a sotl development program |
publisher |
Georgia Southern University |
series |
International Journal for the Scholarship of Teaching and Learning |
issn |
1931-4744 |
publishDate |
2018-01-01 |
description |
Faculty members from five years of an annual Scholarship of Teaching and Learning (SoTL) development program were invited to participate in a study about the impact of SoTL on their teaching, scholarship, and career trajectory. During semi-structured interviews, many expressed feeling discomfort during their journey into SoTL. A qualitative analysis using the constant comparison method showed that this discomfort was sometimes due to contrasts between SoTL and their discipline’s epistemology, as well as challenges to their identity as a teacher, researcher, and a colleague. We conclude with suggestions for how faculty development and multidisciplinary SoTL communities of practice can be planned and managed. |
topic |
faculty development multidisciplinary SoTL discomfort epistemology identity |
url |
https://digitalcommons.georgiasouthern.edu/ij-sotl/vol12/iss1/3 |
work_keys_str_mv |
AT janicemilleryoung challengestodisciplinaryknowingandidentityexperiencesofscholarsinasotldevelopmentprogram AT michelleyeo challengestodisciplinaryknowingandidentityexperiencesofscholarsinasotldevelopmentprogram AT karenmanarin challengestodisciplinaryknowingandidentityexperiencesofscholarsinasotldevelopmentprogram |
_version_ |
1725076329932521472 |