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Cultivating a Sustained Community of Teaching and Learning Scholars across Disciplines and Institutions

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Title: Cultivating a Sustained Community of Teaching and Learning Scholars across Disciplines and Institutions
Language: English
Authors: Channing R. Ford, Emily B. Wilkins, Kristen L. Helms, Kimberly B. Garza
Source: New Directions for Teaching and Learning. 2024 (177):49-64.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Communities of Practice, Safety, Diaries, Higher Education, Authors, Teaching Methods, Learning Processes, Psychological Patterns, Scholarship
DOI: 10.1002/tl.20578
ISSN: 0271-0633
1536-0768
Abstract: This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub-themes for alignment with Scholarship Reconsidered, Scholarship Assessed and Community of Scholars models. Study findings support the existing literature and showcases the importance of establishing a community of scholars that offers its members a place of psychological safety and support.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1417234
Database: ERIC
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  Value: <anid>AN0176105094;ndt01mar.24;2024Mar20.06:59;v2.2.500</anid> <title id="AN0176105094-1">Cultivating a sustained community of teaching and learning scholars across disciplines and institutions </title> <sbt id="AN0176105094-2">INTRODUCTION</sbt> <p>This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub‐themes for alignment with Scholarship Reconsidered, Scholarship Assessed and Community of Scholars models. Study findings support the existing literature and showcases the importance of establishing a community of scholars that offers its members a place of psychological safety and support.</p> <p>The scholarship of teaching and learning (SoTL) encourages sharing of best pedagogical practices among educators endeavoring to improve their own teaching (Kim et al., [<reflink idref="bib8" id="ref1">8</reflink>]). To achieve this goal, SoTL scholars require resources and support to effectively engage with other educators. Institutions often support scholars with the implementation of workshops and educational development activities but struggle to create a community in which they may flourish (Tierney et al., [<reflink idref="bib15" id="ref2">15</reflink>]; Williams et al., [<reflink idref="bib16" id="ref3">16</reflink>]).</p> <p>To firmly establish a SoTL community, Williams et al. noted the critical importance of "effective communication and dissemination of SOTL [sic] activity across levels; well‐established social networks and links between these levels; and sustained support by senior administration" ([<reflink idref="bib16" id="ref4">16</reflink>], 49). Williams et al. ([<reflink idref="bib16" id="ref5">16</reflink>]) proposed that isolation is one of the most challenging barriers and that the creation of social networks promotes information exchange, resulting in lasting change within the institution. Instilling a SoTL culture supports community growth beyond the institution and allows cross‐collaboration to build and sustain scholarly work. Mapping to <emph>Scholarship Reconsidered</emph> and <emph>Scholarship Assessed</emph> models, this article will employ a qualitative approach to explore how SoTL communities can support individual scholars as they navigate the dimensions of this journey (Boyer, [<reflink idref="bib3" id="ref6">3</reflink>]; Glassick et al., [<reflink idref="bib7" id="ref7">7</reflink>]). Empowering individual SoTL scholars can, in turn, further support the SoTL community to advance their SoTL work by sharing best practices and creating synergy. To provide real world context for the application of these communities, the authors will explore Ramani et al.'s ([<reflink idref="bib13" id="ref8">13</reflink>]) model for a community of scholars (CoS).</p> <p>This qualitative study will examine outcomes associated with the authors' SoTL‐affiliated endeavors to include teaching and research. Data from the authors' reflective journaling will be examined for commonalities and differences to identify themes and sub‐themes. Analysis will include structural coding using Ramani et al.'s ([<reflink idref="bib13" id="ref9">13</reflink>]) three factors for establishing SoTL communities. Last, the authors will explore how these findings align with Glassick et al.'s ([<reflink idref="bib7" id="ref10">7</reflink>]) six steps associated with standards of scholarly work.</p> <hd id="AN0176105094-3">ANALYSIS OF LITERATURE</hd> <p>The <emph>Scholarship Reconsidered</emph> and <emph>Scholarship Reassessed</emph> models describe a scholarly way of being, based on Boyer's ([<reflink idref="bib3" id="ref11">3</reflink>]) groundbreaking model of scholarship, and define four dimensions of SoTL: scholarship of discovery; scholarship of integration; scholarship of application; and scholarship of teaching. These four distinct types of scholarship can be interrelated; however, they stand alone as scholarship domains. A systematic approach to scholarly endeavors is vital, regardless of the focus of the work. Glassick et al. ([<reflink idref="bib7" id="ref12">7</reflink>]) articulated within <emph>Scholarship Assessed</emph> the need for a standardized process for evaluating all four dimensions of Boyer's ([<reflink idref="bib3" id="ref13">3</reflink>]) model to accurately assess the achieved goal of scholarship, with this manuscript focusing specifically on SoTL. A deeper look at Glassick et al.'s ([<reflink idref="bib7" id="ref14">7</reflink>]) four dimensions will be examined shortly. Understanding the dimensions and standards for effective SoTL is essential; however, ongoing support for SoTL researchers is critical for sustainability. Establishing collaborations and communities is an important element of that process.</p> <p> <bold>Scholarship reconsidered model</bold>. Boyer ([<reflink idref="bib3" id="ref15">3</reflink>]) challenged the professoriate to think beyond their own discipline‐specific research to the role of SoTL within the academy. His text, <emph>Scholarship Reconsidered: Priorities of the Professoriate</emph>, encouraged faculty to reassess the accepted areas of research and to examine how the academic pillars of teaching, service, and research have evolved. Furthermore, Boyer stressed the revolutionary role teaching and research share, posing the following: "Theory surely leads to practice. But practice also leads to theory. And teaching, at its best, shapes both research and practice" (Boyer [<reflink idref="bib3" id="ref16">3</reflink>], 16). The integration of these concepts supports Boyer's challenge of expanding the academy's definition of research to include the role of SoTL. Boyer argued that new terminology was needed and proposed the adoption of the term 'scholarship' to legitimize the inclusivity of research areas that had not been previously accepted. This legitimacy required a formalized structure, and four separate functions were identified as being required within the professoriate: scholarship of discovery, integration, application, and teaching.</p> <p>Aligned closely with educational research, scholarship of discovery challenges faculty with contributing to the knowledge of one's field (Boyer, [<reflink idref="bib3" id="ref17">3</reflink>]), which in turn can enhance the intellectual climate of one's institution. This discovery is achieved through the examination of the unknown and continuous exploration through scholarly pursuits. Scholarly pursuits are just one step toward being viewed as an academic scholar, and one should then make connections across academic disciplines. Scholarship of integration tasks the professoriate with creating context for their learners while examining data and expanding our understanding to others. Furthermore, these connections help to move the research agenda forward by pushing researchers to look at the challenges we face by interpreting how findings align with what we know so far.</p> <p>Scholarship of application poses the question of how our knowledge can be applied to the problem being examined. This function proposes how theory and practice will engage and revitalize the other, with the ultimate goal being to bridge the gap between theory and practice, leading to more effective and efficient problem‐solving. Last, scholarship of teaching stresses the essential need for others to understand the work of the professoriate. Boyer notes that "When defined as <emph>scholarship</emph>, however, teaching both educates and entices future scholars" ([<reflink idref="bib3" id="ref18">3</reflink>], 23). He further stresses that teaching is not simply about the transmission of knowledge but about transforming and extending it. These relationships are not one‐sided, and professors also benefit from the relationship. Questions from learners push educators to be more creative and to think differently (Braxton et al., [<reflink idref="bib2" id="ref19">2</reflink>]).</p> <p>This model influenced the development of this study as it stresses the importance of teaching, service, and research to support and enhance the professoriate. As educators, we continuously assess how our students engage within the classroom, how our SoTL research will impact future practice, and how this research can result in enhancing future learning. Boyer's model serves as a crucial framework to ensure that scholars are meeting the expectations of not only their discipline but the academy as a whole.</p> <p> <bold>Scholarship Reassessed Model</bold>. In response to Boyer's ([<reflink idref="bib3" id="ref20">3</reflink>]) model, Glassick et al. ([<reflink idref="bib7" id="ref21">7</reflink>]) addressed the next stage of the process by proposing an evaluation framework. The authors propose that all scholarly endeavors should be guided by the same qualitative standards: clear goals, adequate preparation, appropriate methods, significant results, effective presentation, and reflective critique. Glassick et al. ([<reflink idref="bib7" id="ref22">7</reflink>]) also stipulate the importance of the professoriate being familiar with these evaluation standards and that each standard be explicit in its articulation. To better understand each standard, we will examine each one.</p> <p>In this model, faculty members should have clear goals in every aspect of their professional lives. As scholars, we should be clear regarding the intentions of our work and the goals of each scholarly endeavor. Clear goals should also be realistic and address all aspects (structure, materials, possibilities, and limitations). Setting the stage well with clear goals will ensure that the scholar is adequately prepared. Adequate preparation requires timely exploration, a clear understanding of the existing literature, the background and skills needed to perform the outlined project, and access to the resources needed to be successful. Next, scholars should identify the appropriate methods and procedures needed to successfully navigate the project. According to Glassick et al. ([<reflink idref="bib7" id="ref23">7</reflink>], 28), "At the most basic level, appropriate methodology gives a project integrity and engenders confidence in its findings, products, or results." The results of the scholarly endeavor should be assessed for significance. Scholars should evaluate whether the goals of the endeavor were achieved, how these findings affect the field, and whether it poses additional questions that need to be examined. The effective presentation of any form of scholarship is crucial to establish its value and integrity. Scholars should be prepared to address the academy using multiple forms of media and be skilled in delivering the information to a variety of audiences (Ramani et al., [<reflink idref="bib13" id="ref24">13</reflink>]). Reflective critique is the final standard and encourages scholars to reflect and seek feedback from others regarding their scholarly process. These reflective steps task scholars with critically assessing their own work and seeking out strategies that will support their future endeavors through practice improvement and innovative best practices (Kreber & Cranton, [<reflink idref="bib9" id="ref25">9</reflink>]). Last, reflective critique encourages and supports intellectual engagement, creating opportunities for scholars to carefully assess their contributions to their fields.</p> <p>Glassick et al.'s work supports a SoTL scholar's development, providing them with the necessary guidance to examine one's role within the teaching and learning environment. This model influenced this study's design as each author examined their scholarly pursuits considering these evaluative measures. Each authors' reflections assessed their individual SoTL endeavors and how these experiences could be altered and improved to enhance a student's overall experience.</p> <p> <bold>Ramani et al.'s community of scholars model</bold>. Fostering the development and growth of a CoS is challenging, especially when considering the diversity and needs of each member. This complexity spurred Ramani et al. ([<reflink idref="bib13" id="ref26">13</reflink>]) to create a virtual CoS that focused on scholarly outputs and was mapped to three main categories: (<reflink idref="bib1" id="ref27">1</reflink>) establish the community—the vision; (<reflink idref="bib2" id="ref28">2</reflink>) grow the community—actualization [sic]; and (<reflink idref="bib3" id="ref29">3</reflink>) sustain the community—the identity. Influenced by Boyer's ([<reflink idref="bib3" id="ref30">3</reflink>]) recognition of the four scholarship domains and Jean Lave and Etienne Wenger's ([<reflink idref="bib10" id="ref31">10</reflink>]) Communities of Practice, Ramani et al.'s framework allows CoS to develop and shape their own identity to ensure that the community meets their needs. To truly understand how this framework can be used, let us first look at each category.</p> <p> <emph>Establish the community—The vision</emph>. This category focuses on identifying the community's purpose. Within this category, scholars should explore what they hope to achieve as a community to develop a shared purpose and its intended outcomes. Once their purpose is identified, the CoS should identify their vision and work.</p> <p> <emph>Grow the community—actualization</emph>. This category challenges scholars to cultivate resources to include leadership and organizational management of the community. Leadership roles should change or rotate, with all members having the opportunity to lead. During this stage, specific goals and tasks should be identified, as well as both short‐term and long‐term projects. Each member's contributions should be considered and included when building these goals and tasks. Members should feel valued and safe to share their thoughts and feelings to encourage psychological safety and community longevity.</p> <p> <emph>Sustain the community—The identity</emph>. This category recognizes the community's formation and the unique approach each CoS will take when nurturing its members. Communities should be intentional when developing their space, whether it is virtual or in‐person. They should recognize and celebrate their achievements and actively reflect on each experience. The community should continuously plan by always looking ahead at next steps, goals, and projects. Last, they should embrace the fluidity of membership, recognizing that, at times, some scholars may have to leave, and others may want to join.</p> <hd id="AN0176105094-4">Study design and methodology</hd> <p>A community of four scholars came together organically over the years because of relationships that formed through employment and training at Auburn University but subsequently dispersed so that all four worked at different institutions at the time of publication. Specifically, Kristen L. Helms, Channing R. Ford, and Kimberly B. Garza all worked together previously at the Auburn University Harrison College of Pharmacy (AUHCOP). A fourth scholar at AUHCOP, not included as an author on this work due to competing responsibilities, joined the group around 2018. SoTL work among these authors at that time was not conducted as a group of four initially but rather between pairs of these researchers. The relationship between Channing R. Ford and Emily B. Wilkins developed when they were both enrolled in the Doctor of Philosophy in Administration of Higher Education program in the Auburn University College of Education. Their work also resulted in collaborative SoTL manuscripts. Though Channing R. Ford, Kristen L. Helms, and Emily B. Wilkins each left to work at different institutions, these groups eventually coalesced and produced work together starting in 2021.</p> <p>For this study, the four authors (Kristen L. Helms, Channing R. Ford, Kimberly B. Garza, and Emily B. Wilkins) completed a series of reflective journals as a form of narrative research over a one‐month period, focused on their own lived experiences, emotions, and the details of their work as scholar educators. Journal entries considered the following prompts: what were the goals of the experience, what were your interactions with colleagues, did the experience help move you toward your career goals, what were the barriers, and did it create a new SoTL opportunity. The four authors each completed a series of half‐page to one‐page journal entries, over the course of the month, after multiple teaching experiences, scholarly experiences, and collaborative institutional experiences. Journal entries contained professional observations of these settings, guided by the prompts, as well as the emotions of authors at the time of the entry. Qualitative data from the journals was assessed via two strategies, inductive coding for a holistic examination of codes and themes and deductive coding using Ramani et al.'s ([<reflink idref="bib13" id="ref32">13</reflink>]) CoS framework.</p> <p>The use of reflective journals is an important narrative research tool within qualitative research, which allows the researcher to serve as a participant in the methodological process (Lindsay, [<reflink idref="bib11" id="ref33">11</reflink>]). Reflective journaling allows a researcher to explore what brings them to their work and their own significance within the realm of their studies (Frechette et al., [<reflink idref="bib6" id="ref34">6</reflink>]). Reflective journals also allow for attention to the researcher's emotions, creating a safe place for inner dialogue (Frechette et al., [<reflink idref="bib6" id="ref35">6</reflink>]). Further, reflective journals have at times been used as a research method in and of themselves, particularly when studying the growth of educators (Bashan & Holsblat, [<reflink idref="bib1" id="ref36">1</reflink>]; Connelly & Clandinin, [<reflink idref="bib4" id="ref37">4</reflink>]; Phelps, [<reflink idref="bib12" id="ref38">12</reflink>]). Bashan and Holsblat ([<reflink idref="bib1" id="ref39">1</reflink>]) state that reflective journals are useful for exploring the practice of certain professions, such as nursing and education. Reflective journals serve as a unique methodological tool allowing educators to research their own work and learn about their profession (Phelps, [<reflink idref="bib12" id="ref40">12</reflink>]).</p> <p>Prior to qualitative analysis of the reflective journals used in this study, each journal was deidentified. It is important to note that while steps were taken to mitigate bias (e.g., deidentification and coding each other's narratives), reflection will inherently contain biases, even if unconsciously. The authors acknowledge that narrative descriptions of their lived experiences are shaped by their backgrounds and environments. Qualitative methodology does not intend to be generalizable but rather a rich source of insight into a particular story.</p> <p>To provide a rich analysis of the data, the authors separated the research team into two pairs, with each pair conducting inductive or deductive coding. The team conducting the inductive round individually free‐coded the data prior to meeting to allow each member to authentically identify codes. Saldaña ([<reflink idref="bib14" id="ref41">14</reflink>]) discussed that free coding, or descriptive coding, is useful for exploring the topics that may exist within qualitative data; descriptive coding is also used as a first step in analysis (Saldaña, [<reflink idref="bib14" id="ref42">14</reflink>]). Following the free coding process, both researchers met to discuss their codes and developed an overarching codebook to include theme definitions and supporting quotes (see Table 1).</p> <p>1 TABLE Open coding analysis codebook.</p> <p> <ephtml> <table><thead><tr><th>Theme</th><th>Sub‐themes</th><th>Definition</th><th>Supporting quotes</th></tr></thead><tbody><tr><td>Institutional factors</td><td>Unclear expectationsImportance placed on SoTLLow faculty/staff morale</td><td>Intentional and unintentional aspects of institutional culture that drive or influence faculty initiatives.</td><td>"In my department, the real recognition comes from pubs and grants. And typically for scholarly work other than SoTL."</td></tr><tr><td>Mentoring</td><td>Peer‐to‐peerStudent‐to‐studentFaculty‐to‐studentReview and feedback</td><td>The act of nurturing and supporting others in the development of their personal and professional goals.</td><td>"This is something that I have done periodically in the past, but the shift in perspective from personal and collaborative scholarship to include mentoring others in scholarship is extremely rewarding.""This survey will be a source of scholarship in the future, and the students have taken the lead on that effort. I enjoy mentoring them in scholarly activities and introducing them to Qualtrics."</td></tr><tr><td>Collegiality</td><td>Relationship buildingCommunity buildingNetworkingTeamworkCollaborationSupport systemVarying approachesImpact of team member engagement</td><td>The cultivation of relationships within and outside of one's home institution with academic scholars to formulate, implement and asses SOTL‐ affiliated initiatives.</td><td>"Opportunities to network like this provide support for the continuous improvement of my teaching.""The opportunity for them to bounce ideas off one another, give and receive formal peer feedback, receive support for data collection and analysis, and serve as a community/support system to encourage each other's work are the main intended outcomes for this institute.""...this workgroup has been challenging as each member has varying levels of interest and buy‐in."</td></tr><tr><td>Student engagement</td><td>Student Buy‐indisconnectAwarenessFeedback</td><td>Pursuit of student interest and feedback within the learning environment to enhance the overall learning experience.</td><td>"I continue to try and think of fun ways to engage with these students and hopefully before the class is over, they will at least come to understand that I can appreciate their perspectives and want to know more about them."</td></tr><tr><td>Impacting factors for teaching</td><td>Continuous quality improvementResource management</td><td>Positive and negative influences both controlled and uncontrolled that affect one's ability to engage or interact with learners.</td><td>"But I make note of this feedback in my reflective journal that I keep on every teaching encounter so that I can make those adjustments in the future.""I like using technology in the classroom because it better engages this generation of learner and it also makes class much more efficient and effective."</td></tr><tr><td>Emotional factors</td><td>Struggles/challengesEmpathyDiscouragement/frustrationIsolationBurnout/anxietyLack of motivationEnjoymentMeaningful/rewardingConfidence or lack of</td><td>Positive and negative affect related to SOTL and/or teaching experiences.</td><td>"As someone that has always been very driven in this area, I find it difficult to relate and I am easily frustrated when my collaborators ignore emails or appear disengaged.""Trying to balance and find motivation can be tough when facing burnout or overwhelm."</td></tr><tr><td>Balance barriers</td><td>Work/lifeTeachingInstitutionalTimeDeadlines</td><td>Competing responsibilities both work‐related and personal that create challenges to progression.</td><td>"... so it is definitely on our minds as we attempt to navigate overlapping projects and balance those with our other work responsibilities, which very often have nothing to do with SoTL and oftentimes compete for our bandwidth.""Time = the biggest [barrier]! Competing priorities. The pressure to do it all. Publish, teach, admin work, family, social life, community service‐ all the things that we are all involved in."</td></tr><tr><td>Career Development</td><td>Goal settingReflectionProfessional growth</td><td>Intentional engagement in continuous professional development to foster and promote best practices in both SOTL and teaching.</td><td>"I find that I gravitate to work that involves collaboration and growth, which aligns well with my career path.""It is a goal to publish and to increasingly build my qualifications in research/writing/publishing/editing. The types of projects I see myself working on later in my career won't happen if I take much time away from scholarly projects. I need to keep momentum going in this area."</td></tr><tr><td>Teaching approaches</td><td>Best practicesInclusion of first‐year experiencesFlexibilityAdaptability</td><td>Strategies within the learning environment used by faculty to enhance learners' overall academic experience.</td><td>"Yes, many of the ideas I employ in teaching have come from various SoTL community colleagues over the years.""I use poll everywhere to assess baseline understanding and to review concepts at the end of the session."</td></tr></tbody></table> </ephtml> </p> <p>The other research team followed a deductive coding process using the stages of developing a CoS to create guiding questions and pre‐determined themes. Each of Ramani et al.'s ([<reflink idref="bib13" id="ref43">13</reflink>]) three stages (Establish, Grow, and Sustain) has sub‐stages, composing a set of 12 deductive themes that were applied as the researchers coded each journal entry. Specifically, the deductive coding team used a structural coding process to analyze the journals (Saldaña, [<reflink idref="bib14" id="ref44">14</reflink>]).</p> <p>In this project, Ramani et al.'s ([<reflink idref="bib13" id="ref45">13</reflink>]) stages guided our deductive research questions. We sought to explore how our "participants" (a) established community, (b) grew community, and (c) sustained community. Within each of these questions, we explored the second‐level research questions of these sub‐stages (which also served as our deductive themes). Each sub‐stage is outlined in Table 2.</p> <p>2 TABLE Community of scholars sub‐stages (Ramani et al., 2021).</p> <p> <ephtml> <table><thead><tr><th>Establish</th><th>Grow</th><th>Sustain</th></tr></thead><tbody><tr><td>How did they identify a shared need or purposeHow did they develop and disseminate the purposeHow did they start to build community</td><td>How did they purposefully cultivate communityHow did they rotate leadership rolesHow did they establish specific goalsHow did they welcome and embrace diversityHow did they promote psychological safety</td><td>How did they make space for social interactionsHow did they celebrate winsHow did they reflect on what worked, what did notHow did they plan for the long‐term</td></tr></tbody></table> </ephtml> </p> <p>Structural coding is a rich approach for this type of exploration, as it allows for multiple levels of coding, setting a mapped, theoretical understanding to complement and support other coding approaches (Saldaña, [<reflink idref="bib14" id="ref46">14</reflink>]). Once the deductive coding team identified passages that represented each of the 12 Ramani et al. ([<reflink idref="bib13" id="ref47">13</reflink>]) structural codes, they completed another round of coding to explore each further. This resulted in sub‐themes or sub‐codes stemming from the ideas contained in each passage to support each deductive concept (see Table 3).</p> <p>3 TABLE Deductive coding themes and quotes (Ramani et al., 2021).</p> <p> <ephtml> <table><thead><tr><th>Stage</th><th>Sub‐stage</th><th>Themes</th><th>Supporting quotes</th></tr></thead><tbody><tr><td>Establish the Community—The Vision</td><td>Identify a shared need or purpose</td><td><list list-type="Bullet"><list-item><p>Transparent communication</p></list-item><list-item><p>Consensus‐building</p></list-item><list-item><p>Common values and interests</p></list-item><list-item><p>Supporting students, faculty, and staff (as the need or purpose)</p></list-item></list></td><td>"Although our college supports SoTL work, our department tends to hold different values when it comes to annual evaluation and P&T.""My hope is that my students realize I'm invested in them and that I want to do whatever I can to help them."</td></tr><tr><td /><td>Develop and disseminate the shared purpose, vision, and work</td><td><list list-type="Bullet"><list-item><p>Inherent in design/structure</p></list-item><list-item><p>Ownership of content and commitment to delivery</p></list-item><list-item><p>Receptiveness and engagement</p></list-item><list-item><p>Communication strategy</p></list-item><list-item><p>Teaching practices</p></list-item></list></td><td>"These sessions were designed to help build a community among the graduate faculty, and while we have a ways to go, it was a good first step in that process."</td></tr><tr><td /><td>Start to build a community</td><td><list list-type="Bullet"><list-item><p>Seek and welcome community members</p></list-item><list-item><p>Intentional engagement</p></list-item><list-item><p>Develop a network and support system</p></list-item></list></td><td>"Another goal of this experience is to expose [the student] to aspects of my own research.""...we are making connections and keeping things on each other's radars, so that when an opportunity comes along, we have a support system."</td></tr><tr><td>Grow the Community—Actualisation</td><td>Purposefully cultivate the CoP</td><td><list list-type="Bullet"><list-item><p>Strengthening connections</p></list-item><list-item><p>Mentorship</p></list-item><list-item><p>Partnering in scholarship</p></list-item><list-item><p>Environment for growth</p></list-item></list></td><td>"As someone who found a strong mentor in every program I enrolled in, I see the value in creating and building relationships with students, especially those we are hoping will be our future colleagues."</td></tr><tr><td /><td>Rotate leadership, management, and follower roles</td><td><list list-type="Bullet"><list-item><p>Capitalizing on strengths</p></list-item><list-item><p>Fairness</p></list-item><list-item><p>Encouraging new roles and experiences</p></list-item><list-item><p>Cultivating a future community</p></list-item></list></td><td>"There will be times when my contributions are needed and times when others' are more valuable, and it all works out in the end.""I have encouraged our intern to take the lead in this, and she has been absolutely stellar, both with her follow through and her initiative in exploring unique approaches to recognizing employees.""I find myself struggling these days trying to be motivated to work on my SoTL projects as engagement is inconsistent and at times very one sided."</td></tr><tr><td /><td>Establish specific goals, tasks, and projects</td><td><list list-type="Bullet"><list-item><p>Established objectives and check‐ins</p></list-item><list-item><p>Collaborative working approach</p></list-item><list-item><p>Conflict management and consensus‐building</p></list-item></list></td><td>"...some wanted to take on special projects, some focus on accreditation, some tackle larger institutional goals, some use the group as a sounding board for conceptual topics.""The goal of these groups is to explore where wellness strengths and needs exist and explore ways to expand and support faculty and staff wellness."</td></tr><tr><td /><td>Welcome and embrace diverse socio‐cultural contexts</td><td><list list-type="Bullet"><list-item><p>Celebrating different views and perspectives</p></list-item><list-item><p>Accommodating and appreciating diverse needs</p></list-item><list-item><p>Intentionally exploring campus climate</p></list-item></list></td><td>"This highlighted for me the dual benefits of having a cohort that is multidisciplinary but also subgroups that are more similar to one another. It's the best of both worlds""We all bring different backgrounds and talents to the table so I try to use my own to make a meaningful contribution to the work."</td></tr><tr><td /><td>Promote and attend to psychological safety</td><td><list list-type="Bullet"><list-item><p>Balancing time and responsibilities (importance of)</p></list-item><list-item><p>Stress and burnout (barrier to)</p></list-item><list-item><p>Anxiety (barrier to)</p></list-item><list-item><p>Lack of motivation or enthusiasm (barrier to)</p></list-item><list-item><p>Intimidation and insecurity (barrier to)</p></list-item><list-item><p>Respect and trust (importance of)</p></list-item><list-item><p>Healthy vulnerability and encouragement (importance of)</p></list-item><list-item><p>Creating an environment of intentional safety (importance of)</p></list-item></list></td><td>"...we attempt to navigate overlapping projects and balance those with our other work responsibilities, which very often have nothing to do with SoTL....""Balancing teaching, research, and service is especially challenging this year.""I never want a student to walk away feeling slighted or like I didn't recognize that they did their best.""When students are given adequate time to think and respond and the freedom to be wrong, they engaged openly.""It's uncomfortable because I do have to balance addressing the concerns of faculty and staff and supporting broader initiatives, even when in conflict..."</td></tr><tr><td>Sustain the Community—The Identity</td><td>Make space for social interactions—virtual or in‐person</td><td><list list-type="Bullet"><list-item><p>Prioritizing fun</p></list-item><list-item><p>Meaningful interpersonal connection</p></list-item><list-item><p>Intentional scholarly engagement</p></list-item><list-item><p>Creating a culture of support</p></list-item></list></td><td>"Ultimately, though, everyone enjoyed the clip and laughed. It made for a nice think, pair, and share interaction afterward.""I feel like I need a good conference to attend that will rejuvenate and inspire me so that I can find the enthusiasm and spirit needed to continue moving ahead."</td></tr><tr><td /><td>Celebrate wins—small and large</td><td><list list-type="Bullet"><list-item><p>Celebrating others' successes</p></list-item><list-item><p>Recognizing growth and progress</p></list-item><list-item><p>Identifying and anticipating milestones</p></list-item><list-item><p>Valuing connections and partnerships</p></list-item></list></td><td>"It was a big day and held a lot of significance, as this sets the state for [the] future.""Today was a victory! In several ways.... I really could not have asked for a better outcome this week.""However, a colleague in the meeting discussed an upcoming exciting career prospect, and we all gave support and a listening ear. When one of us succeeds, in a sense we all do, as our future network grows."</td></tr><tr><td /><td>Reflect on what worked, what did not</td><td><list list-type="Bullet"><list-item><p>Evaluation for effectiveness</p></list-item><list-item><p>Incremental reflection</p></list-item><list-item><p>Identifying challenges</p></list-item><list-item><p>Consider peer/colleague feedback</p></list-item><list-item><p>Engagement and dialogue</p></list-item></list></td><td>"Though I did find several great examples to show to augment the discussion, I found myself talking the whole time (literally started at the top of the hour and didn't stop until about 45 min in). This is definitely not a best practice.""Next year I will consider turning this back into an active learning exercise and doing the same with internal marketing and/or direct selling."</td></tr><tr><td /><td>Plan for longer term sustainability</td><td><list list-type="Bullet"><list-item><p>Anticipate future collaborations and initiatives</p></list-item><list-item><p>Maintaining momentum and commitment</p></list-item><list-item><p>Defining success</p></list-item><list-item><p>Strengthening and growing your network</p></list-item></list></td><td>"I would also like to see these faculty identify future collaborative opportunities and to see how we can develop some SoTL focused initiatives that will allow us to enhance the learning experience of our graduate students.""The types of projects I see myself working on later in my career won't happen if I take much time away from scholarly projects.""I continue to remind myself that if the book moves forward, this will be a major milestone for myself and my co‐authors. Something that we can be proud of and something that can better serve those in similar career paths as ourselves."</td></tr></tbody></table> </ephtml> </p> <hd id="AN0176105094-5">FINDINGS</hd> <p>Open coding revealed themes around facilitators and barriers to SoTL, as well as factors that influence teaching in general. Nine overarching themes emerged from the data: <emph>institutional factors, mentoring, collegiality, student engagement, impacting factors for teaching, emotional factors, balance barriers, career development, and teaching strategies</emph>. Table 1 lists overarching themes, subthemes, descriptors, and illustrative quotes.</p> <p>For the overarching theme <emph>of institutional factors</emph>, sub‐themes included unclear expectations, the importance placed on SoTL, and low faculty/staff morale. Authors' institutions varied in the importance they place on SoTL and scholarship in general and how these are rewarded.</p> <p>For the overarching theme <emph>of mentoring</emph>, subthemes included peer‐to‐peer, student‐to‐student, and faculty‐to‐student mentoring, as well as review and feedback. Authors found mentoring to be particularly rewarding.</p> <p>For <emph>collegiality</emph>, there were several subthemes, including relationship building, community building, networking, teamwork, collaboration, support system, varying approaches, and the impact of team member engagement. Authors described networking and collaboration as extremely helpful for scholarship productivity but also a source of frustration when group member effort was inconsistent or disproportionate over the course of a project, recognizing frustration with team member disengagement.</p> <p> <emph>Student engagement</emph> was recognized mostly as a challenge to effective teaching. Subthemes under this theme included student buy‐in, disconnect, awareness, and feedback.</p> <p>Under the overarching theme of <emph>impacting factors for teaching</emph>, subthemes included continuous quality improvement and resource management, recognizing authors' efforts to improve the quality of their teaching through reflection and scholarly teaching, and utilization of resources to support teaching a new generation of learners. One author described her continuous quality improvement practices. The authors also noted the positive influence of technology.</p> <p>Authors expressed a vast array of emotions, both positive and negative, around their roles as teachers and scholars. The overarching theme of <emph>emotional factors</emph> included the following subthemes: struggles/challenges, empathy, discouragement/frustration, isolation, burnout/anxiety, lack of motivation, enjoyment, meaningful/rewarding, and confidence (or lack of). Burnout was common among all authors.</p> <p>Related to burnout, authors recognized barriers to balancing work across various roles, as well as balancing personal responsibilities with work responsibilities. The overarching theme <emph>of balance barriers</emph> included the subthemes work/life, teaching, institutional, time, and deadlines. Time to complete multiple projects and tasks was commonly cited as a barrier.</p> <p>The next overarching theme was <emph>career development</emph>, with subthemes including goal setting, reflection, and professional growth. The authors sought opportunities for professional development.</p> <p>The final overarching theme was <emph>teaching approaches</emph>. This included best practices, inclusion of first‐year experiences, flexibility, and adaptability. A wide variety of strategies were used to improve student learning in the classroom. Conducting SoTL research can support teaching effectiveness.</p> <p> <bold>Deductive Coding</bold>. Structural coding based on Ramani et al. ([<reflink idref="bib13" id="ref48">13</reflink>]) revealed multiple themes within each substage of the development of the SoTL community. Table 3 lists themes and quotes identified for each substage.</p> <p>Several themes arose within the steps of establishing the community. For <emph>identifying a shared need or purpose</emph>, specific themes included: transparent communication; consensus‐building; common values and interests; and supporting students, faculty, and staff (as a need or purpose). Authors comment both on the importance of developing support systems and intentionally creating opportunities to dialog as a means of establishing shared understanding. Comments frequently reflected on deficits or needs in this area and considered challenges that arose as a result. When working to <emph>develop and disseminate the shared purpose, vision, and work</emph>, themes were identified as inherent in design/structure, ownership of content and commitment to delivery, receptiveness and engagement, communication strategy, and teaching practices. The authors describe environmental (setting, technology), structural, and interpersonal strategies used to establish a culture of safety and inclusivity. The discussion emphasized the importance of building commitment and challenges that arise when attempting to establish shared investment. In the final step of establishing the community, in which individuals <emph>start to build a community</emph>, themes included: seek and welcome community members, intentional engagement, and develop a network and support system. Reflections described enthusiasm around creating new connections and the importance of cultivating relationships and common interests. The authors also reflected on the growth of interpersonal connections when sharing experiences with new community members.</p> <p>Growing the Community requires members to <emph>purposefully cultivate the Community of Practice</emph>, with reflections yielding themes of strengthening connections, mentorship, partnering in scholarship, and environment for growth. Similar to the comments within the sub‐stage of <emph>starting to build a community</emph>, the authors emphasized intentional and consistent engagement, progressing scholarly collaborations, and identifying and supporting new community members. Mentorship, including student and peer, was consistently recognized as a component of community‐building that the authors found personally rewarding. When considering the sub‐stage of <emph>rotate leadership, management, and follower roles</emph>, themes were identified as capitalizing on strengths, fairness, encouraging new roles and experiences, and cultivating a future community. Authors describe success with rotating responsibilities, sharing workload, and supporting others in new roles, often through mentoring, to sustain community growth. Frustrations around the lack of equity in workload distribution and rotation of leadership roles were also prominent in reflections, demonstrating the importance of this sub‐stage in maintaining a cohesive community. One author discussed challenges with supporting and continuing with members who were not fulfilling their roles and responsibilities within a CoS.</p> <p>For the sub‐stage of <emph>establishing specific goals, tasks, and projects</emph>, themes were found to include established objectives and check‐ins, collaborative working approach, and conflict management and consensus building. The concept of mentorship is revisited in this sub‐stage, as authors discussed creating opportunities for novice members to participate in unfamiliar aspects of a community's work. One author highlights the experience of allowing a teaching assistant to take on greater responsibilities in a learning environment and the positive impact on student learners. The authors also describe the importance of collaboration and established meeting times to encourage progress and reevaluate goals and activities. Barriers include the loss of members of a community (e.g., with a geographical move) and having to fulfill unanticipated responsibilities within a community due to a lack of follow‐through.</p> <p>The final two sub‐stages of Grow the Community revealed themes focusing on trust, safety, and a sense of belonging. For the substage of <emph>welcome and embrace diverse socio‐cultural contexts</emph>, themes included celebrating different views and perspectives, accommodating and appreciating diverse needs, and intentionally exploring campus climate. Authors describe input from individuals outside of their disciplines, expressing appreciation for the unique perspectives and opportunities for growth. One author reflected on how a student's lived experience, discovered after a teaching encounter, transformed the writer's view of the activity. Themes identified within the sub‐stage of <emph>promote and attend to psychological safety</emph> include balancing time and responsibilities (importance of), stress and burnout (barrier to), anxiety (barrier to), lack of motivation or enthusiasm (barrier to), intimidation and insecurity (barrier to), respect and trust (importance of), healthy vulnerability and encouragement (importance of), and creating an environment of intentional safety (importance of). Interestingly, many of the reflections around this substage focused on barriers to psychological safety rather than successes, with particular emphasis on burnout, anxiety, and navigating relationships with perceived power imbalances. Approaches to mitigate these challenges noted consistently by authors include deepening professional connections with members of the community and relying on support networks across communities, including community members both within the same and at different institutions.</p> <p>The first substage of Sustain the Community denotes the need to <emph>make space for social interactions—virtual or in‐person</emph>. The themes identified for this sub‐stage include prioritizing fun, meaningful interpersonal connection, intentional scholarly engagement, and creating a culture of support. Authors reflect positively on the increase in engagement and overall satisfaction when the community participates in fun as a group, providing examples where activities promoted enjoyable, interpersonal interactions that deepened learning and improved culture. The authors also provided numerous examples of ways in which community members <emph>celebrate wins‐ small and large</emph>, with major themes exposed as celebrating others' successes, recognizing growth and progress, identifying and anticipating milestones, and valuing connections and partnerships. Authors' celebratory reflections were most commonly focused on the successes of others, especially mentees and students, and often marked smaller accomplishments rather than a larger achievement.</p> <p>For the sub‐stage of <emph>reflection on what worked and what did not</emph>, the following themes were revealed: evaluation for effectiveness; incremental reflection; identifying challenges; consider peer/colleague feedback; and engagement and dialogue. The authors reflected specifically on the personal and community successes and improvements around member engagement, effective communication, balancing commitments, and overcoming obstacles. The final substage, <emph>plan for longer‐term sustainability</emph>, yielded the following themes: anticipate future collaborations and initiatives; maintaining momentum and commitment; defining success; and strengthening and growing your network. Authors reflected both on their personal contributions to sustaining the community as well as ways to strengthen collaborations across communities. Several reflections highlighted the importance of continuously investing in the community as a way of maintaining a support system outside of their professional workplace. Authors commonly described long‐term sustainability in terms of collaborative successes and through the growth of their mentees.</p> <hd id="AN0176105094-6">DISCUSSION</hd> <p>The findings from this study support Ramani et al.'s ([<reflink idref="bib13" id="ref49">13</reflink>]) CoS model and showcase the importance of establishing a community that offers its members a place of psychological safety and support. While elements of Glassick et al.'s ([<reflink idref="bib7" id="ref50">7</reflink>]) criteria for scholarship and Boyer's ([<reflink idref="bib3" id="ref51">3</reflink>]) domains of scholarship were evident and served as context for the individual reflections, the overarching themes and sub‐themes within the findings were not structurally aligned with these frameworks.</p> <p>The role of mentoring is highlighted and shows the need for ongoing and innovative strategies for engaging scholars within and outside the institutional setting. The continued push for integrated and interprofessional research stresses the need for collaboration both across campus and across institutions so that scholars and students can benefit from the increased knowledge these research efforts can create and cultivate to enhance the associated fields.</p> <p>Resilience building and conflict management skills were also highlighted as areas requiring continuous professional development. The evolutionary nature of higher education requires scholars to be capable of rebounding from varying challenges on a day‐to‐day basis. Over the last five years, these challenges have expanded beyond the boundaries of the traditional classroom and have begun to infiltrate all areas of academia. Educators are now being tasked with managing not only their classroom experiences but also the socio‐economic pressures of the institution, the increased mental health needs of colleagues and students, and the growing demand for institutions to do more with fewer resources. This reinforces the need for a strong network of scholars to promote a culture of mental and physical wellness, resilience, and inclusivity.</p> <p>An established CoS also provides its members with positive role‐modeling opportunities to serve as a mentor and/or mentee. This study's findings emphasized each member's reliance on other members of the community for support, career guidance, and teaching strategies. Accessing members of the CoS for this guidance also helped to create a sense of belonging which can help to strengthen the scholars' connection to their field and the institution they serve. While a CoS may serve as a refuge from members' core responsibilities, these communities offer scholars a means to look to others to reinforce or reframe their scholarly practices to integrate successful strategies utilized within other institutions.</p> <p>Last, CoS allows scholars to be recognized for their successes and to celebrate the successes of others. The collaborative nature of SoTL emphasizes the importance of promoting best practices and of sharing both successes and, at times, failures with others to support the population we all serve, students. These communities help to support and sustain scholars through different stages of growth and to ensure that the professoriate continues to maintain the expectations of its members.</p> <hd id="AN0176105094-7">Implications</hd> <p>To support continued professional growth as one navigates their academic career, SoTL scholars should strategically create a community of scholars. These communities support their adaptive nature and create a safe haven for those striving to shape and reshape the educational landscape. Furthermore, CoS allow for the dissemination of knowledge and foster intentional engagement, allowing scholars to learn from others to identify best practices. The creation of CoS can be supported by academic units within an institution but may also be developed through centers for teaching and learning (CTLs). CTLs are well‐positioned to convene groups of scholars from different units across campus at an institution and may therefore play an instrumental role in advocating for and supporting the advancement of SoTL CoS (Cruz et al., [<reflink idref="bib5" id="ref52">5</reflink>]). Further, CoS may form organically from connections made at conferences or through regional, national, or international organizations that support SoTL. Regardless of the mechanism of creation, CoS need institutional support to flourish. Future research may shed light on the most effective approaches for the development of SoTL CoS.</p> <hd id="AN0176105094-8">CONCLUSION</hd> <p>This study shows the value of a CoS and its role within a scholar's professional development. The established frameworks of Boyer ([<reflink idref="bib3" id="ref53">3</reflink>]), Glassick et al. ([<reflink idref="bib7" id="ref54">7</reflink>]), and Ramani et al. ([<reflink idref="bib13" id="ref55">13</reflink>]) serve as a positive impetus for how SoTL scholars should approach their scholarly work. Our findings, specifically guided by Ramani et al. ([<reflink idref="bib13" id="ref56">13</reflink>]), demonstrate that purposeful cultivation of scholarly research is instrumental in enhancing the professoriate and those within the academy seeking SoTL endeavors.</p> <ref id="AN0176105094-9"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref27" type="bt">1</bibl> <bibtext> Bashan, B., & Holsblat, R. (2017). " Reflective journals as a research tool: The case of student teachers' development of teamwork." Cogent Education, 4 (1), 1374234. https://doi.org/10.1080/2331186X.2017.1374234</bibtext> </blist> <blist> <bibl id="bib2" idref="ref19" type="bt">2</bibl> <bibtext> Braxton, J. M., Luckey, W., & Helland, P. (2002). Institutionalizing a broader view of scholarship through Boyer's four domains. ASHE‐ERIC Higher Education Report. Jossey‐Bass Higher and Adult Education Series. Jossey‐Bass.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref6" type="bt">3</bibl> <bibtext> Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref37" type="bt">4</bibl> <bibtext> Connelly, F. M, & Jean Clandinin, D. (1990). " Stories of experience and narrative inquiry." Educational Researcher, 19 (5), 2 – 14. https://doi.org/10.3102/0013189x019005002</bibtext> </blist> <blist> <bibl id="bib5" idref="ref52" type="bt">5</bibl> <bibtext> Cruz, L., Cunningham, K., Smentkowski, B., & Steiner, H. (2019). The SoTL scaffold: Supporting evidence‐based teaching practice in educational development. To Improve the Academy, 38 (1), 50 – 66. <ulink href="http://doi.org/10.3998/tia.17063888.0038.105">http://doi.org/10.3998/tia.17063888.0038.105</ulink></bibtext> </blist> <blist> <bibl id="bib6" idref="ref34" type="bt">6</bibl> <bibtext> Frechette, J., Bitzas, V., Aubry, M., Kilpatrick, K., & Lavoie‐Tremblay, M. (2020). Capturing lived experience: Methodological considerations for interpretive phenomenological inquiry. International Journal of Qualitative Methods, 19, 1 – 12. https://doi.org/10.1177/1609406920907254</bibtext> </blist> <blist> <bibl id="bib7" idref="ref7" type="bt">7</bibl> <bibtext> Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. John Wiley & Sons.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref1" type="bt">8</bibl> <bibtext> Kim, A. S. N., Popovic, C., Farrugia, L., Saleh, S. A. F., Pelletier, M. G., & Frake‐Mistak, M. (2021). On nurturing the emergent SoTL researcher: Responding to challenges and opportunities. International Journal for Academic Development, 26 (2), 163 – 175. https://doi.org/10.1080/1360144X.2020.1842743</bibtext> </blist> <blist> <bibl id="bib9" idref="ref25" type="bt">9</bibl> <bibtext> Kreber, C., & Cranton, P. A. (2000). Exploring the scholarship of teaching. Journal of Higher Education, 71 (4), 476 – 495. https://doi.org/10.1080/00221546.2000.11778846</bibtext> </blist> <blist> <bibtext> Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Learning in doing: Social, cognitive, and computational perspectives. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355</bibtext> </blist> <blist> <bibtext> Lindsay, G. M. (2006). Experiencing nursing education research: Narrative inquiry and interpretive phenomenology. Nurse Researcher, 13 (4), 30 – 47. https://doi.org/10.7748/nr2006.07.13.4.30.c5988</bibtext> </blist> <blist> <bibtext> Phelps, R. (2005). The potential of reflective journals in studying complexity 'in action '. Complicity: An International Journal of Complexity and Education, 2, 37 – 54. https://doi.org/10.29173/cmplct8726</bibtext> </blist> <blist> <bibtext> Ramani, S., McKimm, J., Findyartini, A., Nadarajah, V. D., Hays, R., Chisolm, M. S., Filipe, H. P., Fornari, A., Kachur, E. K., Kusurkar, R. A., Thampy, H., & Wilson, K. W. (2021). Twelve tips for developing a global community of scholars in health professions education. Medical Teacher, 43 (8), 966 – 971. https://doi.org/10.1080/0142159X.2020.1839034</bibtext> </blist> <blist> <bibtext> Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.</bibtext> </blist> <blist> <bibtext> Tierney, A. M., Aidulis, D., Park, J., & Clark, K. (2020). " Supporting SoTL development through communities of practice." Teaching & Learning Inquiry, 8 (2), 32 – 52. https://doi.org/10.20343/teachlearninqu.8.2.4</bibtext> </blist> <blist> <bibtext> Williams, A. L., Verwoord, R., Beery, T. A., Dalton, H., McKinnon, J., Strickland, K., Pace, J., & Poole, G. (2013). The power of social networks: A Model for weaving the scholarship of teaching and learning into institutional culture. Teaching & Learning Inquiry, 1 (2), 49 – 62. https://doi.org/10.2979/teachlearninqu.1.2.49</bibtext> </blist> </ref> <aug> <p>By Channing R. Ford; Emily B. Wilkins; Kristen L. Helms and Kimberly B. Garza</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Channing R. Ford is the Dean of the Graduate School at Jacksonville State University and has worked in higher education for over 16 years. Dr. Ford has authored, co‐authored, or edited multiple peer‐reviewed articles, book chapters, and books primarily focused on teaching and learning best practices.</p> <p>Emily B. Wilkins, Ph.D., is the Director of Assessment and Planning for the division of Student Development at the University of Dayton. In addition to her work as an assessment professional, she has taught First Year Experience courses and served as an academic advisor for discovering students.</p> <p>Kristen L. Helms is the Assistant Dean of Faculty Development and Professor of Medical Education at Alabama College of Osteopathic Medicine. Pursuing her passion for curricular development, course‐level assessment, and interprofessional education, Dr. Helms has dedicated her career to health professions education. In her current role, she supports the professional development of more than 1,500 faculty, staff, and physician preceptors.</p> <p>Kimberly B. Garza is an Associate Professor and Graduate Programs Officer for the Department of Health Outcomes Research and Policy in the Auburn University Harrison College of Pharmacy. 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  Group: Src
  Data: <searchLink fieldCode="SO" term="%22New+Directions+for+Teaching+and+Learning%22"><i>New Directions for Teaching and Learning</i></searchLink>. 2024 (177):49-64.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Diaries%22">Diaries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarship%22">Scholarship</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tl.20578
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0271-0633<br />1536-0768
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article explores the evolutionary nature of higher education and how it continues to stress the need for the professoriate to be active within scholarly teaching. This qualitative study examines how each author navigates SoTL research and analyzes the authors' reflective journaling for themes and sub-themes for alignment with Scholarship Reconsidered, Scholarship Assessed and Community of Scholars models. Study findings support the existing literature and showcases the importance of establishing a community of scholars that offers its members a place of psychological safety and support.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1417234
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1417234
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tl.20578
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 49
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Safety
        Type: general
      – SubjectFull: Diaries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Authors
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Scholarship
        Type: general
    Titles:
      – TitleFull: Cultivating a Sustained Community of Teaching and Learning Scholars across Disciplines and Institutions
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Channing R. Ford
      – PersonEntity:
          Name:
            NameFull: Emily B. Wilkins
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            NameFull: Kristen L. Helms
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            NameFull: Kimberly B. Garza
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
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            – Type: issn-print
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              Value: 177
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            – TitleFull: New Directions for Teaching and Learning
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