This poster outlines results from an in-depth study at one Ontario institution that explored how academics develop an identity as scholars of teaching and learning. Each of these persons works in a different discipline; they represent diverse backgrounds, and yet, there are similarities in their accounts, particularly around the supports from which they have benefited and the challenges they have encountered. These themes will be compared to the results of two larger studies: Wuetherick, Yu, and Greer’s (in press) overview of SoTL work at the University of Saskatchewan and Poole and Simmons’ (2013) international study to engage you in building a comparative example of the major themes. You will be invited to interact with the poster by helping create a snakes and ladders game, responding to the original study questions: 1) What draws you to this work? 2) What supports you in this work? 3) What challenges you in this work? 4) What could support you further? and 5) What are the outcomes of this work? Your participation will give you an opportunity to consider and discuss how obstacles to SoTL might be overcome and SoTL supports enhanced in your own setting. The intention is to have you play further variations on the theme at your own institution.
References:
Poole, G., & Simmons, N. (2013). The contributions of the scholarship of teaching and learning to quality enhancement in Canada. In G. Gordon, & R. Land (Eds.), Quality enhancement in higher education: International perspectives (pp. 118-128). London: Routledge.
Wuetherick, B., Yu, S., & Greer, J. (in press). Exploring the SoTL landscape at the university of Saskatchewan. In N. Simmons (Ed.), The scholarship of teaching and learning in Canada: Institutional impact. New Directions in Teaching and Learning.
