Faculty Perceptions of and Engagement with SoTL during the Fourth Wave: A 12-year Replication
Article Sidebar
Main Article Content
Abstract
More than three decades post-Boyer (1990), perceptions persist of the scholarship of teaching and learning (SoTL) as devalued compared to discipline-based research and not rewarded in faculty merit reviews and promotion (Chen, 2015; Gurung et al., 2008; Lanning et al., 2014). Over the past 12 years, a period of time Webb (2020) described as SoTL’s fourth wave, SoTL expanded through increased institutionalization and professionalization. Our study replicates and expands the Secret et al. (2011) investigation of faculty perceptions within the same research-intensive institution. Secret et al. (2011) and the current study provide pre and post fourth wave checkpoints to assess faculty definitions of SoTL, direct engagement with SoTL, and what activities should count in formal faculty evaluation (merit raises, awards, promotion). Current findings indicate early career faculty include more activities in their definition of SoTL. Some disciplinary differences in the definition of SoTL were revealed along with lack of clarity on whether SoTL counts as teaching or research. Faculty viewed SoTL as more likely to contribute to annual review and promotion to associate professor, but less valued for tenure, promotion to full professor, and awards. Faculty named lack of time, funding, and collaborators as barriers to SoTL.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Abramahamson, E. (2015). The scholarship of transformation: A review of the inaugural EuroSoTL Conference. Teaching & Learning Inquiry, 3(2), 107-108. https://doi.org/10.20343/teachlearninqu.3.2.107
Asarta, C. J., Bento, R., Forniciari, C., Dean, K., Arbaugh, J. B., & Hwang, A. (2018). The scholarship of teaching and learning: Changing the dominant narrative about (and in) research institutions. Journal of Management Education, 42(6), 731-48. https://doi.org/10.1177/1052562918777271
Bernstein, D. (2013). How SoTL-active faculty members can be cosmopolitan assets to an institution. Teaching & Learning Inquiry, 1, 35-40. http://dx.doi.org/10.20343/teachlearninqu.1.1.35
Billot, J., Rowland, S., Carnell, B., Amundsen. C., & Evans, T. (2017). How experienced SoTl researchers develop the credibility of their work. Teaching & Learning Inquiry, 5(1), 101-114. https://doi.org/10.20343/teachlearninqu.5.1.8
Boose, D. L., & Hutchings, P. (2016). The scholarship of teaching and learning as subversive activity. Teaching & Learning Inquiry, 4(1), 40-50. https://doi.org/10.20343/teachlearninqu.4.1.6
Boshier, R. (2009). Why is the scholarship of teaching and learning such a hard sell? Higher Education Research & Development, 28(1), 1-15. https://doi.org/10.1080/07294360802444321
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching.
Case, K. (2013). Expanding the teaching commons: Making the case for a new perspective on SoTL. InSight: A Journal of Scholarly Teaching, 8, 37-43. https://doi.org/10.46504/08201305ca
Chen, C. T. (2015). A study showing research had been valued over teaching in higher education. Journal of the Scholarship of Teaching and Learning, 15(3), 15-32. https://doi.org/10.14434/josotl.v15i3.13319
Coleman, K. (2023). The scholarship of teaching and learning in a pandemic. In K. Coleman, D. Uzhegova, B. Blaher, & S. Arkoudis (Eds.), The educational turn: Rethinking higher education. Springer. https://doi.org/10.1007/978-981-19-8951-3_1
Cook-Sather, A., Abbot, S., & Felten, P. (2019). Legitimizing reflective writing in SoTL: “Dysfunctional illusions of rigor” revisited. Teaching & Learning Inquiry, 7(2), 14-26. https://doi.org/10.20343/teachlearninqu.7.2.2
Cruz, L. (2014). Opposing forces: Institutional theory and second-generation SoTL. International Journal for the Scholarship of Teaching and Learning 8(1) Article 1. https://doi.org/10.20429/ijsotl.2014.080101
DeMatthews, D., Knight, D., Reyes, P., Benedict, A., & Callahan, R. (2020). From the field: Education research during a pandemic. Educational Researcher, 49(6), 398-402. https://doi.org/10.3102/0013189X20938761
Diamant, R. B., Pitonyak, J. S., Corsilles-Sy, C. & James, A. B. (2018). Examining intraprofessional competencies for occupational therapist and occupational therapy assistant collaboration. Occupational Therapy in Health Care, 4, 325-340. https://doi.org/10.26681/jote.2021.050308
Fan, C. W., Huang, H. H., & Case, V. (2021). Intraprofessional collaboration in learning evidence-based practice. Journal of Occupational Therapy Education, 5(3), https://doi.org/10.26681/jote.2021.050308
Forrest, K D. (2013). Utopia university: A faculty member reflects on recommendations for the future of SoTL. Insight: A Journal of Scholarly Teaching 8, 73-79. https://doi.org/10.46504/08201311fo
Franks, A., & Payakachat, N. (2020). Positioning the scholarship of teaching and learning squarely on the center of the desk. American Journal of Pharmaceutical Education, 84(9) 1169-1174. https://doi.org/10.5688/ajpe8046
Gansemer-Topf, A. M., Marcketti, S., Hengesteg, P., & Freeman, S. (2022). A decade in the making: Examining the evidence of SoTL through promotion and tenure artifacts. Teaching & Learning Inquiry, 10, 1-19. https://doi.org/10.20343/teachlearninqu.10.24
Glassick, C., Huber, M., & Maeroff, G. (1997). Scholarship assessed: Evaluation of the professoriate. Jossey-Bass.
Groccia, J. (2023). The similarities and differences between scholarly teaching and the scholarship of teaching and learning. Estonian Journal of Education, 11(2), 23-39. https://doi.org/10.12697/eha.2023.11.2.02b
Grover, R., & Wright, A. (2023). Shutting the studio: The impact of the Covid-19 pandemic on architectural education in the United Kingdom. International Journal of Technology & Design Education, 33, 1173–1197. https://doi.org/10.1007/s10798-022-09765-y
Gurung, R., Ansburg P., Alexander, P., Lawrence, N., & Johnson, D. (2008). State of the scholarship of teaching and learning in psychology. Teaching of Psychology, 35, 249-261. https://doi.org/10.1080/00986280802374203.
Gurung, R. A. R., & Landrum, R. E. (2015). Editorial. Scholarship of Teaching and Learning in Psychology, 1(1), 1-6. https://doi.org/10.1037/stl0000026
Gurung, R., Richmond, A., Drouin, M., Landrum, R. E., & Christopher, A. N. (2019). The past, present, and future of the scholarship of teaching and learning in psychology. Scholarship of Teaching and Learning in Psychology, 5 (2), 97-120. https://doi.org/10.1037/stl0000143
Hall, S. (2018). Investigating institutional barriers and resources for the scholarship of teaching and learning. Family Science Review, 22(3), 2-13. https://doi.org/10.26536/fsr.2018.22.03.01
Henry, D., Brantmeier, E., Jaffee, A. T., Tongen, & Pierrakos, O. (2021). Faculty empowering faculty: SoTL leaders catalyzing institutional and cultural change. Teaching & Learning Inquiry, 9(2), 1-19. https://doi.org/10.20343/teachlearninqu.9.2.15
Huber, M. T., & Hutchings, P. (2005). The advancement of Learning: Building the teaching commons. San Francisco, CA: Jossey-Bass.
Hung, M, Licari, F., Hon, E., Lauren, E., Su, S., et al. (2021). In an era of uncertainty: Impact of COVID-19 on dental education. Journal of Dental Education, 85, 148-156. https://doi.org/10.1002/jdd.12404
Hutchings, P., Huber, M., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. Jossey-Bass.
Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change, 31(5), 11–15.
Islam, M. A., Taheri, R., McBane, S., & Talukder, R. (2020). Faculty assessment of scholarship of teaching and learning among United States pharmacy programs. Currents in Pharmacy Teaching and Learning, 12, 1163-1170. https://doi.org/10.1016/j.cptl.2020.04.025
Kern, B., Mettetal, G., Dixson, M., & Morgan, R. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s ‘Scholarship Reconsidered.’ Journal of the Scholarship of Teaching and Learning 15(3), 1–14. https://doi.org/10.14434/josotl.v15i3.13623
Lanning, S. K., McGregor, M., Crain, G., Van Ness, C. J., Keselyak, N. T., & Killip, J. W. (2014). The status of the scholarship of teaching and learning in dental education. Journal of Dental Education, 78, 1353-1363. https://doi.org/10.1002/j.0022-0337.2014.78.10.tb05808.x
Marquis, E. (2015). Developing SoTL through organized scholarship institutes. Teaching & Learning Inquiry, 3(2), 19-36. https://doi.org/10.20343/teachlearninqu.3.2.19
Masika, R., Wisker, G., & Canning, J. (2016). Defining and supporting the scholarship of teaching and learning (SoTL): A sector-wide study. Higher Education Academy.
Maurer, T. W. (2022). Leveraging SoTL to improve teaching and learning during the COVID-19 pandemic. International Journal for the Scholarship of Teaching and Learning 16(1) Article 3. https://doi.org/10.20429/ijsotl.2022.160103
McEwan, M. (2022). The journey to SoTL: Institutionally supporting a transition to scholars of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 16(2), Article 5. https://doi.org/10.20429/ijsotl.2022.160205
McKinney, K. (2006). Attitudinal and structural factors contributing to challenges in the work of the scholarship of teaching and learning. New Directions for Institutional Research, 129, 37-50. https://doi.org/10.1002/ir.170
Michael, R., Case, K., Danielson, M., Hill, L., Lochbaum, L., McEnery, L., & Perkins, K. (2010). Mentoring new scholars of teaching and learning: The national CASTL Institute model. Transformative Dialogues: Teaching and Learning Journal, 3, 1-15.
Reano, D., Masta, S., & Harbor, J. (2019). Changing future faculty's conceptions of SoTL. International Journal for the Scholarship of Teaching and Learning, 13(2), Article 3. https://doi.org/10.20429/ijsotl.2019.130203
Secret, M., Leisey, M., Lanning, S., Polich, S., & Schaub, J. (2011). Faculty perceptions of the scholarship of teaching and learning: definition, activity level, and merit considerations at one university. Journal of the Scholarship of Teaching and Learning 11(3), 1-20.
Sharp, J. G. (2023). The scholarship of teaching and learning (SoTL): A review of literature and introductory guide to the field. IMPact, 6(2), 1-20.
Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of teaching: A model. Higher Education Research and Development, 19(2), 155-168. https://doi.org/10.1080/072943600445628
Walker, J.D., Baepler, P., & Cohen, B. (2008). The scholarship of teaching and learning paradox: Results without rewards. College Teaching, 56(3), 183-189. https://doi.org/10.3200/ctch.56.3.183-190
Webb, A. S. (2020). Riding the fourth wave: An introduction to the scholarship of teaching and learning. In R. C. Plews & M. L. Amos (Eds.), Evidence-based faculty development Through the scholarship of teaching and learning, pp. 1-19. IGI Global. https://doi.org/10.4018/978-1-7998-2212-7.ch001