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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Main Authors: Janice Miller-Young, Michelle Yeo, Karen Manarin
Format: Article
Language:English
Published: Georgia Southern University 2018-01-01
Series:International Journal for the Scholarship of Teaching and Learning
Subjects:
Online Access:https://digitalcommons.georgiasouthern.edu/ij-sotl/vol12/iss1/3
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spelling 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
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AT karenmanarin challengestodisciplinaryknowingandidentityexperiencesofscholarsinasotldevelopmentprogram
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