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Miller-Young\u003Cbr>University of Alberta, [jmilleryoung@ualberta.ca](jmilleryoung@ualberta.ca)[ ](jmilleryoung@ualberta.ca)Catherine Anderson\u003Cbr>McMaster University, canders@mcmaster.ca Deborah Kiceniuk\u003Cbr>Dalhousie University, [deborah.kiceniuk@dal.ca](deborah.kiceniuk@dal.ca)[ ](deborah.kiceniuk@dal.ca)Julie Mooney\u003Cbr>Mount Royal University, [jmooney@mtroyal.ca](jmooney@mtroyal.ca)[ ](jmooney@mtroyal.ca)Jessica Riddell\u003Cbr>Bishop's University, [jriddell@ubishops.ca](jriddell@ubishops.ca)[ ](jriddell@ubishops.ca)Alice Schmidt Hanbidge\u003Cbr>Renison University College, University of Waterloo, [ashanbidge@uwaterloo.ca](ashanbidge@uwaterloo.ca)[ ](ashanbidge@uwaterloo.ca)Veronica Ward\u003Cbr>University of Guelph, [vward00@uoguelph.ca](vward00@uoguelph.ca)[ ](vward00@uoguelph.ca)Maureen A. Wideman\u003Cbr>University of the Fraser Valley, [maureen.wideman@ufv.ca](maureen.wideman@ufv.ca)[ ](maureen.wideman@ufv.ca)Nancy Chick\u003Cbr>University of Calgary, nancy.chick@ucalgary.ca\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea) | and |  |\n\nRecommended Citation  \nMiller-Young, Janice E.; Anderson, Catherine; Kiceniuk, Deborah; Mooney, Julie; Riddell, Jessica; Schmidt Hanbidge, Alice; Ward, Veronica; Wideman, Maureen A.; and Chick, Nancy (2017) \"Leading Up in the Scholarship of Teaching and Learning,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 8 : Iss. 2 , Article 4.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/4](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss2/4)  \nLeading Up in the Scholarship of Teaching and Learning  \nAbstract  \nScholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniquely positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts. Drawing upon the existing SoTL literature and our own diverse experiences, we propose a framework that describes institutional contexts in terms of local SoTL activity (microcultures) and administrative support (macro-level) and use it to describe the manyways that SoTL scholars can and do“lead up” to effect change depending on their own context. We conclude by inviting scholars to consider, reflect upon, and experiment with their leadership activities, not only for their own professional growth but also to contribute to the literature in this area.  \nLes professeurs qui font des recherches dans le domaine de l’avancement des connaissances en enseignement et en apprentissage (ACEA), y compris ceux qui n’occupent pas un poste de leadership formel, occupent une position unique pour s’engager dans des activités de leadership qui peuvent faire avancer le domaine, influencer leurs collègues et effectuer des changements dans leurs contextes locaux ainsi que dans les contextes plus vastes de leur établissement, de leur discipline et du contexte canadien en général. En nous appuyant sur la documentation déjà publiée en ACEA et sur nos diverses expériences personnelles, nous proposons un cadre qui décrit les contextes institutionnels en termes d’activités d’ACEA locales (microcultures) et de soutien administratif (niveau macro) que nous utilisons pour décrire les diverses manières dont les chercheurs en ACEApeuvent en arriver à effectuer des changements selon leur propre contexte. En conclusion, nous invitons les chercheurs à prendre en considération leurs activités de leadership, à y réfléchiret à faire des expériences, non seulement pour leur propre croissance professionnelle mais également pour contribuer à la documentation dans ce domaine.  \nKeywords  \nleadership, activity, identit","cbCaiphv3hiBbL2c","https://ap.wps.com/l/cbCaiphv3hiBbL2c","pdf",417021,16,"English","# Abstract\n# Keywords\n# Cover Page Footnote","[{\"question\":\"How does the paper define the leadership role of SoTL scholars?\",\"answer\":\"It describes SoTL leadership as the capacity to influence others toward shared goals, including scholars who lack formal leadership positions. The focus is on enabling change across local and broader contexts.\"},{\"question\":\"What framework does the paper propose for explaining “lead up” activities?\",\"answer\":\"The paper proposes institutional contexts in terms of microcultures of local SoTL activity and macro-level administrative support. It uses this framework to explain different ways SoTL scholars effect change depending on their context.\"},{\"question\":\"What do the authors invite readers to do in the conclusion?\",\"answer\":\"They invite scholars to consider, reflect on, and experiment with their leadership activities. The aim is both professional growth and contribution to the SoTL literature.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Issue 2 - Article 4 - Leading Up in the Scholarship of Teaching and Learning | PDF",1792081634]