How can faculty members from underrepresented groups promote scholarship of teaching and learning?

Scholarship of teaching and learning (SoTL) is the systematic inquiry and dissemination of knowledge about teaching and learning in higher education. It can enhance student outcomes, foster faculty development, and contribute to the advancement of academic disciplines. However, faculty members from underrepresented groups may face unique challenges and opportunities in pursuing SoTL, such as navigating institutional cultures, addressing diversity and inclusion issues, and creating supportive networks. In this article, we will explore how faculty members from underrepresented groups can promote SoTL in their contexts and benefit from its outcomes.

1 Define your goals and questions

The first step in promoting SoTL is to define your goals and questions for your teaching and learning practice. What are you curious about? What do you want to improve or change? How do you align your goals and questions with your disciplinary standards, institutional expectations, and student needs? By clarifying your purpose and focus, you can design and conduct a meaningful and relevant SoTL project that can address the gaps or challenges you face as a faculty member from an underrepresented group.

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Mahadevan Chandramouleeswaran

Sole Subscriber and Investor, Akshamala Tech Services (OPC) Private Limited, 251, Indira Gandhi Salai, Valasarawakkam Chennai
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Before defining goals and learning and teaching practice, they should prepare systematically a chart about the knowledge they have gained so far and what are their weakness in learning. Then only they will be able to identify their goals, learning practice and finally the teaching practice. But it will be very difficult for the young teachers working in Self-funded higher education institutions with poor salary and insecurity of their job.

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Cecil H. McManus

The Guy from PROBE Consulting Company, LLC!
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One thing that I have found helpful is to ignore people who put me in an underrepresented group! Wow, another one of these! Short answer: yes! Long answer: Yes, faculty members from underrepresented groups can promote scholarship of teaching and learning, presumably, just like faculty members from overrepresented groups. To my knowledge, underrepresentation has never impacted my ability to think! And, with regard to the overrepresented groups, plurality and capability are not related—more ain’t better; it is just more! Wow, another one of these! We’ll keep muddling along as best we can!

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2 Choose appropriate methods and evidence

The next step in promoting SoTL is to choose appropriate methods and evidence for your inquiry. Depending on your goals and questions, you may use quantitative, qualitative, or mixed methods to collect and analyze data from your students, peers, or other sources. You may also use existing literature, theories, or frameworks to inform your inquiry. The key is to use rigorous and ethical methods and evidence that can answer your questions and support your claims.

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Dr. Aswathy Rajan

Instructional Coach I Scientific Advisor I Public Speaker I Founder-Director of Success E-Learning
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Videos in the form of short films or may be a testimonial series can provide strong evidence that can claim your questions In case any data is provided in the form of qualitative or quantitative analysis, such videos can add credibility. Secondly, digital format can have better reach.

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3 Share and apply your findings

The final step in promoting SoTL is to share and apply your findings to your own and others' teaching and learning practice. You can disseminate your SoTL project through various venues, such as journals, conferences, workshops, blogs, or podcasts. You can also collaborate with other faculty members from underrepresented groups or across disciplines to create a community of practice around SoTL. By sharing and applying your findings, you can enhance your professional identity, recognition, and impact as a faculty member from an underrepresented group.

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Shifa Desai

ELT/ESL teacher and teacher trainer
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Conferences are often too expensive for educators in developing countries. The institutions they work for do not have the budgets. Similarly, publishing involves costs for researchers. Other platforms to explore are Africa ELTA and Teach for All. These offer very good support networks and events are usually free.

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4 Seek feedback and support

Promoting SoTL can be a rewarding but challenging process, especially for faculty members from underrepresented groups who may face barriers or biases in their academic environments. Therefore, it is important to seek feedback and support from various sources, such as mentors, colleagues, students, or external experts. Feedback and support can help you improve your SoTL project, address your concerns or difficulties, and celebrate your achievements. They can also help you build your confidence, resilience, and network as a SoTL scholar.

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5 Reflect and learn

Promoting SoTL is not a one-time event, but a continuous cycle of reflection and learning. As you engage in SoTL, you may encounter new questions, insights, or challenges that can inform your future teaching and learning practice. You may also develop new skills, knowledge, or attitudes that can enhance your personal and professional growth. Therefore, it is essential to reflect on your SoTL experience and learn from it. Reflection and learning can help you deepen your understanding, appreciation, and commitment to SoTL as a faculty member from an underrepresented group.

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6 Embrace diversity and inclusion

Promoting SoTL as a faculty member from an underrepresented group can also be an opportunity to embrace diversity and inclusion in higher education. You can use your unique perspectives, experiences, and values to enrich your SoTL project and contribute to the diversity of knowledge and voices in the field. You can also use your SoTL project to address issues of equity, justice, and inclusion in your discipline, institution, or society. By embracing diversity and inclusion, you can make a difference in your teaching and learning practice and beyond.

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Shifa Desai

ELT/ESL teacher and teacher trainer
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I've worked in some countries in the Global South that do not have the resources and the privilege of good technology to further education objectives. Nevertheless, education continues and the resourcefulness of teachers and the tenacity of students deserve a platform. Education is impacted by the socio-economic and political challenges that the wider world is often completely unaware of. Experiences from under-represented groups in this context are unique and compelling.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How can faculty members from underrepresented groups promote scholarship of teaching and learning?

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1 Define your goals and questions

2 Choose appropriate methods and evidence

3 Share and apply your findings

4 Seek feedback and support

5 Reflect and learn

6 Embrace diversity and inclusion

7 Here’s what else to consider

Higher Education

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How can faculty members from underrepresented groups promote scholarship of teaching and learning?

1

2

3

4

5

6

7

1 Define your goals and questions

2 Choose appropriate methods and evidence

3 Share and apply your findings

4 Seek feedback and support

5 Reflect and learn

6 Embrace diversity and inclusion

7 Here’s what else to consider

Higher Education

Rate this article

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