Structures and Considerations for SoTL Educational Development

Jennifer C. Friberg, Lauren Scharff

Source Title: Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL)

ISBN13: 9781799822127|ISBN10: 1799822125|ISBN13 Softcover: 9781799822134|EISBN13: 9781799822141

DOI: 10.4018/978-1-7998-2212-7.ch003

MLA

Friberg, Jennifer C., and Lauren Scharff. "Structures and Considerations for SoTL Educational Development." Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), edited by Rachel C. Plews and Michelle L. Amos, IGI Global, 2020, pp. 43-59. https://doi.org/10.4018/978-1-7998-2212-7.ch003

APA

Friberg, J. C. & Scharff, L. (2020). Structures and Considerations for SoTL Educational Development. In R. Plews & M. Amos (Eds.), Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) (pp. 43-59). IGI Global. https://doi.org/10.4018/978-1-7998-2212-7.ch003

Chicago

Friberg, Jennifer C., and Lauren Scharff. "Structures and Considerations for SoTL Educational Development." In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), edited by Rachel C. Plews and Michelle L. Amos, 43-59. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2212-7.ch003

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Abstract

Colleges and universities around the world share a broad focus on education. However, unique characteristics and priorities across institutions may lead to vastly different educational development opportunities for the Scholarship of Teaching and Learning (SoTL) and levels of impact for the SoTL efforts (e.g., micro, meso, macro, mega). This chapter is organized in two distinct parts. Part 1 examines five different structures typical for SoTL educational development with a focus on their organizational structure within the institution and the SoTL expertise of individuals who that lead these efforts. Strengths and limitations of each structure are presented. Part 2 provides a discussion of critical considerations that impact all SoTL educational development efforts regardless of the type of structure that exists within an institution.