Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program

Authors

Janice E. Miller-Young Dr, University of AlbertaFollow
Michelle Yeo, Mount Royal UniversityFollow
Karen Manarin, Mount Royal UniversityFollow

Abstract

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Miller-Young, Janice E. Dr; Yeo, Michelle; and Manarin, Karen (2018) "Challenges to Disciplinary Knowing and Identity: Experiences of Scholars in a SoTL Development Program," International Journal for the Scholarship of Teaching and Learning: Vol. 12: No. 1, Article 3.
Available at: https://doi.org/10.20429/ijsotl.2018.120103