Scholarship of Teaching and Learning in Canada

EDITOR S NOTES 7 Nicola Simmons FOREWORD 11 Nancy Chick Section One: Canadian Context 1. The History of SoTL in Canada: Answering Calls for Action 13 Nicola Simmons, Gary Poole This chapter provides an account of the historical development of SoTL in Canada, including recommendations for moving forward 2. The Canadian Teaching Commons: The Scholarship of Teaching and Learning in Canadian Higher Education 23 Brad Wuetheric, Stan Yu This chapter maps the Scholarship of Teaching and Learning (SoTL) terrain in Canada through the perceptions of SoTL scholars at four levels (micro, meso, macro, mega) Section Two: Program Design And Evaluation 3. The Intentional Design of a SoTL Initiative 31 Cheryl Amundsen, Esma Emmioglu, Veronica Hotton, Gregory Hum, Cindy Xin This chapter outlines how rationale and description of a program design are the underpinnings to evaluate any Scholarship of Teaching and Learning initiative and shows how this supports building on prior practice 4. The Scholarship of Teaching and Learning (SoTL) at Renaissance College (University of New Brunswick): A Case Study of SoTL at the Faculty Level 39 Thomas Mengel This chapter discusses how a university college moves SoTL forward by aligning with the larger institution and taking advantage of SoTLfriendly existing promotion and tenure policies 5. Developing the Scholarship of Teaching and Learning at the McMaster Institute for Innovation and Excellence in Teaching and Learning 47 Elizabeth Marquis, Arshad Ahmad This chapter outlines how research fellow positions, engagement of students as co-inquirers, and mapping priority areas for scholarship have the potential for substantial impact on institutional teaching, learning, and SOTL Section Three: Exploring the Impact of SoTL Initiatives 6. SoTL2: Inquiring into the Impact of Inquiry 55 Janice Miller-Young, Michelle Yeo, Karen Manarin, Miriam Carey, Jim Zimmer This chapter examines the impact of Mount Royal s SoTL program on participants scholarship at individual, department, and institutional levels as the institution moved from a college to a university 7. Exploring the SoTL Landscape at the University of Saskatchewan 63 Brad Wuetherick, Stan Yu, Jim Greer This chapter examines who conducts Scholarship of Teaching and Learning, and to what extent, at the University of Saskatchewan and what barriers and challenges impede SoTL work 8. Reconceptualizing the Scholarship of Teaching and Learning at the University of Waterloo: An Account of Influences and Impact 71 Julie A. Timmermans, Donna E. Ellis This chapter outlines how one institution capitalized on events to move from a focus on SoTL to scholarly teaching and discusses the resulting benefits to the culture of teaching and learning Section Four: Institutionally Networked SoTL 9. The Role of Small Significant Networks and Leadership in the Institutional Embedding of SoTL 79 Roselynn Verwoord, Gary Poole This chapter builds on notions of social networks, showing how consideration of their nature, relationships between them, and support for them can help create a positive teaching culture 10. Building Sustained Action: Supporting an Institutional Practice of SoTL at the University of Guelph 87 Natasha Kenny, Gavan P.L. Watson, Serge Desmarais This chapter outlines the symbiotic relationship between engagement in SoTL and a teaching-focused institutional culture, identifying the importance of committed leaders, rewards and recognition, and integrated networks at all organizational levels Section Five: Synthesis 11. Synthesizing SoTL Institutional Initiatives toward National Impact 95 Nicola Simmons This chapter draws together the themes in this issue and outlines a model for building from institutional SoTL impact to national initiatives INDEX 103

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