Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community

As the higher education landscape changes, teaching-only faculty face increasing challenges to deliver evidence-based teaching through engaging with the scholarship of teaching and learning (SoTL). This transition from discipline expert to SoTL practitioner is often poorly supported and undertaken i...

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Bibliographic Details
Published in:	The international journal for academic development Vol. 27; no. 3; pp. 265 - 278
Main Authors:	Bailey, Emma, Le Vin, Ashley, Miller, Louise, Price, Katherine, Sneddon, Sharon, Stapleton, Genevieve, Wolfe, Lissann
Format:	Journal Article
Language:	English
Published:	London Routledge 03-07-2022 Taylor & Francis Ltd
Subjects:	Collaborative learning College Faculty Collegiality Communities of Practice Cooperative Learning Expertise faculty learning community Higher Education Instruction Learning Pedagogy Scholarship scholarship of teaching and learning Sense of Community teaching-only faculty University faculty
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Summary:	As the higher education landscape changes, teaching-only faculty face increasing challenges to deliver evidence-based teaching through engaging with the scholarship of teaching and learning (SoTL). This transition from discipline expert to SoTL practitioner is often poorly supported and undertaken in isolation. We describe a faculty learning community (FLC) to support teaching-only faculty engaging in SoTL. The FLC was formed to provide a space to share challenges regarding scholarship and give practical support to engage in SoTL. The FLC successfully bridged members' transition to SoTL, providing a sense of belonging to re-connect faculty and promote scholarship.
ISSN:	1360-144X 1470-1324
DOI:	10.1080/1360144X.2021.1917415