Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Developing an identity as a Scholarship of Teaching and Learning (SoTL) researcher is associated with tensions of expanding on one’s disciplinary identity and often traversing the liminal space between disciplines that result in a newfound perception of professional self. This study explores the differences that emerged in SoTL identity formation among three different groups of researchers. Focus groups of faculty, graduate students, and professional staff who identified as SoTL researchers were conducted at one comprehensive research institution. Using thematic analysis, the differences and similarities for each of these groups in terms of barriers to SoTL identity formation and motivations for developing a SoTL identity are shared. Reflecting on these barriers and opportunities, a variety of implications for practice for Educational Developers are suggested as they look to support the SoTL identity development of researchers at their institutions. Le développement d’une identité en tant que chercheur en avancement des connaissances en enseignement et en apprentissage (ACEA) est associé à des tensions d’expansion de l’identité disciplinaire et consiste souvent à traverser l’espace liminal entre les disciplines qui aboutit à une perception nouvelle de son soi professionnel. Cette étude explore les différences qui émergent lors de la formation de l’identité en ACEA parmi trois groupes différents de chercheurs. Des groupes de discussion de professeurs, d’étudiants de cycle supérieur et de personnel professionnel qui s’identifient comme chercheurs en ACEA ont été organisés dans un établissement de recherche complète. L’analyse thématique a permis de mettre à jour les différences et les similarités parmi chacun de ces groupes en termes d’entraves à la formation d’une identité en ACEA, ainsi que les motivations nécessaires au développement d’une identité en ACEA. La réflexion sur ces entraves et sur les opportunités permet de suggérer une variété d’implications pour la pratique des conseillers pédagogiques quand ceux-ci sont à la recherche de soutien pour le développement de l’identité en ACEA des chercheurs dans leurs établissements respectifs.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.050 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.009 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.005 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it