Abstract
Although academic identity has received attention in the literature, there have
been few attempts to understand the influence on identity from engagement
with the Scholarship of Teaching and Learning (SoTL). In this paper, we (a group
of eight scholars from five different countries) describe how our interactions with
SoTL have impacted the shaping of our academic identities. We have struggled to
define the value, purpose, outcomes, and meanings of being a disciplined SoTL
scholar, sometimes in addition to and sometimes in opposition to being a
disciplinary scholar. Through analysis of our own 100-word reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity
been few attempts to understand the influence on identity from engagement
with the Scholarship of Teaching and Learning (SoTL). In this paper, we (a group
of eight scholars from five different countries) describe how our interactions with
SoTL have impacted the shaping of our academic identities. We have struggled to
define the value, purpose, outcomes, and meanings of being a disciplined SoTL
scholar, sometimes in addition to and sometimes in opposition to being a
disciplinary scholar. Through analysis of our own 100-word reflective narratives, we identify common conflicts and configurations around our experiences of developing a SoTL identity. We describe how navigating among conflicting identities can lead us into a troublesome but deeply reflective liminal space, prompting profound realizations and the reconstruction of academic identity. Drawing on this notion of liminality helps us to understand our journeys as moving through a necessary and important transformational landscape, and allows us to suggest ways to support those engaging with SoTL to develop an integrative SoTL identity
| Original language | English |
|---|---|
| Pages (from-to) | 9 |
| Number of pages | 21 |
| Journal | Teaching & Learning Inquiry (TLI) |
| Volume | 1 |
| Issue number | 2 |
| Publication status | Published - 6 Jun 2013 |