The Use of Mentored Inquiry Communities to Foster Scholarship of Teaching and Learning (SoTL): Outcomes of the American Occupational Therapy Association SoTL Program (2007-2017)

Authors

Jennifer S. Pitonyak, University of Puget SoundFollow
Amanda K. Giles, Medical University of South CarolinaFollow
Lorrie A. George-Paschal, University of Central ArkansasFollow
Bridgett Piernik-Yoder, UT Health Science Center at San AntonioFollow
Steven D. Taff, Washington University School of Medicine in St. LouisFollow

Abstract

Scholarship of teaching and learning (SoTL) is recognized in Boyer’s model, along with discovery, integration, and application, as one of four essential scholarships and is the systematic study of teaching and learning. As such, in 2007, the American Occupational Therapy Foundation (AOTF), and later the American Occupational Therapy Association (AOTA), supported the development of a SoTL mentorship program in an effort to foster SoTL within the discipline of occupational therapy. This mixed-methods study describes AOTA SoTL Program outcomes across ten years, 2007-2017, gathered via survey of past program mentee (n = 50) and mentor (n = 12) participants. Results suggest that mentored inquiry communities are a useful approach to fostering SoTL collaborations. In the future, the AOTA SoTL Program and similar disciplinary-specific SoTL programs should consider additional strategies for supporting mentee participants to completion with their projects.

Creative Commons License

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

Recommended Citation

Pitonyak, Jennifer S.; Giles, Amanda K.; George-Paschal, Lorrie A.; Piernik-Yoder, Bridgett; and Taff, Steven D. (2023) "The Use of Mentored Inquiry Communities to Foster Scholarship of Teaching and Learning (SoTL): Outcomes of the American Occupational Therapy Association SoTL Program (2007-2017)," International Journal for the Scholarship of Teaching and Learning: Vol. 17: No. 1, Article 21.
Available at: https://doi.org/10.20429/ijsotl.2023.17121