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Article 9 |\n| --- | --- |\n| June 2017\u003Cbr>SoTL Research Fellows: Collaborative through Uncertain Terrain\u003Cbr>Elizabeth Marquis\u003Cbr>McMaster University, [beth.marquis@mcmaster.ca](beth.marquis@mcmaster.ca)[ ](beth.marquis@mcmaster.ca)Trevor Holmes\u003Cbr>University of Waterloo, [tholmes@uwaterloo.ca](tholmes@uwaterloo.ca)[ ](tholmes@uwaterloo.ca)KonstantinosApostolou\u003Cbr>McMaster University, [apostol@mcmaster.ca](apostol@mcmaster.ca)[ ](apostol@mcmaster.ca)Dan Centea\u003Cbr>McMaster University, [centeadn@mcmaster.ca](centeadn@mcmaster.ca)[ ](centeadn@mcmaster.ca)Robert Cockcroft\u003Cbr>Western University, [robert.cockcroft@uwo.ca](robert.cockcroft@uwo.ca)[ ](robert.cockcroft@uwo.ca)Kris Knorr\u003Cbr>McMaster University, [knorrk@mcmaster.ca](knorrk@mcmaster.ca)[ ](knorrk@mcmaster.ca)John C. Maclachlan\u003Cbr>McMaster University, [maclacjc@mcmaster.ca](maclacjc@mcmaster.ca)[ ](maclacjc@mcmaster.ca)Sandra D. Monteiro\u003Cbr>McMaster University, [monteisd@mcmaster.ca](monteisd@mcmaster.ca)[ ](monteisd@mcmaster.ca)Theomary Karamanis\u003Cbr>Cornell University, [tk626@cornell.edu](tk626@cornell.edu)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea) | Pathfinding |\n\nRecommended Citation  \nMarquis, E., Holmes, T., Apostolou, K., Centea, D., Cockcroft, R., Knorr, K., Maclachlan, J. C., Monteiro, S. D., & Karamanis, T.(2017). SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain. The Canadian Journal for the Scholarship of  \nTeaching and Learning, 8 (3). Retrieved from [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/9](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/9)  \nSoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain  \nAbstract  \nFrom 2014-2016, Scholarship of Teaching and Learning (SoTL) Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their home academic departments. Findings from surveys and focus groups identified themes such as identity, community, access, transfer, and structural elements (each with benefits and challenges to practice). Our autoethnographic work confirms assertions in the literature about the uneasy relation between SoTL and traditional scholarship, while also bearing out the need for departmental support, and for key interventions along the path from novice to practitioner identity. Some discussion of the ambassador or translator role that can flow from such arrangements is included.  \nDe 2014 à 2016, les chercheurs enAvancement des connaissances en enseignement et en apprentissage (ACEA) d’une université canadienne médicale-doctorale de taille moyenne ayant un coefficient de recherche élevé ont entrepris une étude portant sur leur propre formation en tant que chercheurs érudits en matièred’enseignement et d’apprentissage, ainsi que sur les avantages et les défis de leur nomination conjointe à notre institut central d’enseignement et d’apprentissage tout en enseignant dans leur propre département universitaire. Les résultats des sondages et des groupes de discussion ont permis d’identifier certains thèmes tels que l’identité, la communauté, l’accès, le transfert, ainsi que des éléments structuraux (chacun présentant des avantages et des défis concernant la pratique). Notre travail autoethnographique confirme les assertions présentes dans la documentation existante concernant la relation difficile qui existe entre l’ACEA et la recherche traditionnelle, tout en tenant compte de la nécessité du soutien départemental ainsi que pour les interventions clés sur la voie qui consiste à passer de l’identité de novice à celle de praticien. L’article contient également des discussions sur le rôle d’ambassadeur ou de traducteur qui peut ","cbCaieSAxnUq3Cj4","https://ap.wps.com/l/cbCaieSAxnUq3Cj4","pdf",568605,"English","# Abstract\n# SoTL Background and Rationale\n## Professional development and evidence-informed practice\n## Challenges for traditional discipline faculty\n## Strategies to support SoTL scholars\n# Themes Identified from the Studies\n## Identity and community\n## Access and transfer\n## Structural elements and practice","[{\"question\":\"What did the SoTL Research Fellows study between 2014 and 2016?\",\"answer\":\"They examined their own formation as scholars of teaching and learning and assessed benefits and challenges from cross-appointment work with a central teaching and learning institute.\"},{\"question\":\"Which themes were identified from surveys and focus groups?\",\"answer\":\"Themes included identity, community, access, transfer, and structural elements, each described with associated benefits and challenges for practice.\"},{\"question\":\"How does the autoethnographic work relate SoTL to traditional scholarship?\",\"answer\":\"It confirms literature claims about an uneasy relationship between SoTL and traditional scholarship, while also underscoring the need for departmental support and key interventions from novice to practitioner identity.\"}]","SoTL Research Fellows - Collaborative Pathfinding through Uncertain Terrain | PDF",1792081709,48]