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Lynn Taylor\u003Cbr>University of Calgary, lynn.taylor@ucalgary.ca\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2019.1.7995](https://doi.org/10.5206/cjsotl-rcacea.2019.1.7995) |  |\n\nRecommended Citation  \nSimmons, N., & Taylor, K. L. (2019) . Leadership for the scholarship of teaching and learning: Understanding bridges and gaps in practice. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). [https://doi.org/10.5206/cjsotl-rcacea.2019.1.7995](https://doi.org/10.5206/cjsotl-rcacea.2019.1.7995)  \nLeadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice  \nAbstract  \nThe gap between the practice of individual academics based on the ideal of the SoTL—improving student learning—and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, & Ciccone, 2011; Poole, Taylor, & Thompson, 2007; Simmons, forthcoming) . To better understand how individuals in diverse roles contribute to the development of the SoTL in the context of their institutional cultures, this study examined how faculty, educational developers (EDs), and administrators enact SoTL leadership. A grounded theory approach (Leedy & Ormrod, 2001) guided the development of a survey that used closed and open-ended questions to invite respondents to share their personal conceptions and lived experiences of the SoTL. Drawing on the responses received (n=75), we identified ways faculty, educational developers, and administrators construe their SoTL leadership roles and how they can fulfill a vital role in facilitating leadership across and beyond their institutions to create critical social networks for SoTL work (Mårtensson, Roxå, & Olsson, 2012; Williamset al., 2013) and contribute to institutional cultures that support and value that work. The results reveal how gaps between the work of individual scholars and the cultures of their academic communities are being bridged through diverse leadership roles that cross multiple levels in their institutions and identify some of the gaps that remain.  \nL’écart qui existe entre la pratique de certains professeurs basée sur l’idéal de l’ACEA – améliorerl’apprentissage des étudiants – et l’infrastructure et le leadership institutionnels en place pour soutenir ce travail est un défi continu pour le développement de la discipline (Hutchings, Huber et Ciccone, 2011; Poole, Taylor et Thompson, 2007; Simmons, à venir) . Afin de mieux comprendre la manière dont les professeurs, dans leurs divers rôles, contribuent au développement de l’ACEA dans le contexte de la culture de leurs établissements, cette étude examine comment les professeurs, les conseillers pédagogiques et les administrateurs assurent le leadership en ACEA. Une approche basée sur la théorie ancrée (Leedy et Ormrod, 2001) a guidé le développement d’une enquête qui comportait des questions fermées et des questions ouvertes pour inviter les répondants à partager leurs conceptions personnelles et leurs expériences vécues en matièred’ACEA. À partir des réponses obtenues (n=75), nous avons identifié des manières selon lesquelles les professeurs, les conseillers pédagogiques et les administrateurs interprètent leurs rôles en matière de leadership en ACEA et comment ils peuvent jouer un rôle essentiel pour faciliter le leadership au sein deleurs établissements et au-delà afin de créer des réseaux sociaux essentiels au travail de l’ACEA (Mårtensson, Roxå et Olsson, 2012; Williams et al, 2013) et de contribue","cbCaioWkjgfdJcF8","https://ap.wps.com/l/cbCaioWkjgfdJcF8","pdf",424952,"English","# Abstract\n## Research focus\n## Method and participants\n## Findings and implications","[{\"question\":\"What gap does the study focus on in SoTL development?\",\"answer\":\"It focuses on the gap between individual academics’ SoTL practice aimed at improving student learning and the institutional infrastructure and leadership that support that work.\"},{\"question\":\"Who contributes to SoTL leadership according to this research?\",\"answer\":\"The study examines how faculty, educational developers, and administrators enact SoTL leadership within institutional cultures.\"},{\"question\":\"How was the study conducted and what data was used?\",\"answer\":\"A grounded theory approach guided the development of a survey using closed and open-ended questions. The analysis draws on responses from 75 participants.\"}]","Leadership for the Scholarship of Teaching and Learning - Understanding Bridges and Gaps in Practice | PDF",1792082109]