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Ten-year reflections on mentoring SoTL research in a research-intensive university

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This study focuses on an examination of mentoring SoTL research from the 10-year implementation of an 8-month mixed-mode international faculty certificate program on SoTL leadership at the University of British Columbia, Canada. Data suggest that faculty members, especially those unfamiliar with social science methodologies, experienced significant research challenges when investigating SoTL in complex institutional/curricula/classroom settings. Effective mentoring for SoTL, as part of a community of practice, influenced positive research outcomes. For example, through a community of practice, SoTL mentors performed professional, facilitation and agency roles to engage individual faculty members in SoTL research. A community of SoTL researchers helped to address key epistemological, methodological and ethical challenges faced by individual faculty members when conducting SoTL research in diverse disciplinary contexts. Cette etude porte sur le mentorat de la recherche SoTL debutant des la mise en œuvre, il y a 10 ans, d'un certificat international en mode mixte portant sur le leadership SoTL a la University of British Columbia, au Canada. Les donnees indiquent que les enseignants, particulierement ceux n'etant pas familiers avec les methodologies provenant du domaine des sciences sociales, ont fait face a des defis considerables en matiere de recherche alors qu'ils effectuaient des recherches de type SoTL dans des environnements institutionnels/curriculaires/de classe complexes. Un mentorat efficace pour le SoTL, s'inscrivant dans une communaute de pratique, a mene a des resultats de recherche positifs. A titre d'exemple, par l'entremise d'une communaute de pratique, les mentors SoTL ont joue des roles professionnels, de facilitation et de motivation de facon a impliquer, sur une base individuelle, des enseignants dans des projets de recherche SoTL. Une communaute de chercheurs SoTL a contribue a affronter les principaux defis epistemologiques, methodologiques et ethiques auxquels faisaient face les enseignants lors de leurs recherches SoTL au sein de divers contextes disciplinaires.

Keywords: SoTL research outcomes; mentoring; scholarship of teaching and learning (SoTL)

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/13601441003737758

Affiliations: University of British Columbia, Vancouver, Canada

Publication date: June 1, 2010

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