SoTL Canada Collaborative Writing Groups: Invitation to Participate

Beth Marquis, McMaster University and Nicola Simmons, Brock University

(La version française suit l’anglais)

As part of the STLHE 2016 conference to be held in London, Ontario, SoTL Canada colleagues are invited to apply to participate in a year-long national collaborative writing group. This process builds on one developed by the International Network for Learning and Teaching Geography in Higher Education (INLT) and used by the International Society for the Scholarship of Teaching and Learning (ISSoTL).

There will be seven groups, each of which will write an article in 2016-2017 on a pre-selected topic about SoTL for submission to the Canadian Journal for the Scholarship of Teaching and Learning (CJ-SoTL).  Each group will have five to seven members chaired by an expert facilitator who is also familiar with the chosen topic. Ideally each group will include at least one student member.

The groups will initially work at a distance to prepare a 2000 word outline for discussion running up to the workshop. They will meet in London at the Delta Armories (one of the conference hotels) for the two and a half days following the main STLHE conference (Friday, Saturday, Sunday June 24-26, 2016) during which they will spend time preparing their draft paper within their group and in discussion with participants of other groups. There will also be some social activities as part of the workshop.  Following the workshop the groups will have two and a half months to complete and send in their papers for submission to CJ-SoTL.

An important aim of the initiative is to build the capacity of participants to work and write in national collaborative groups, hence enthusiasm for and interest in the topic and the process of writing collaboratively are at least as important as prior experience with the topic.

Topics

The following topics have been selected for the 2016 Collaborative Writing Groups to meet a range of interests. Descriptions are intentionally open such that groups can negotiate their paper’s focus.

Topic and Facilitator Description
Students and SoTL
Facilitator: Roselynn Verwoord 
This writing group will explore questions pertaining to student engagement in SoTL. Building on an existing body of literature framed as students as co-inquirers/co-researchers in SoTL, student engagement in SoTL, and students as partners in SoTL, this group might explore the following: principles and practices of engaging students in SoTL, opportunities and challenges of engaging students in SoTL, and student engagement in SoTL in diverse contexts.
Leadership and SoTL
Facilitator: Janice Miller-Young
We know that as faculty move from their discipline-based research into SoTL, they require support; but also that engaging in SoTL can be transformational.  This writing group will explore the issues associated with facilitating this transition and/or facilitating change through SoTL more broadly from a leadership perspective. Potential foci include leading change, fostering collaboration, and cultivating leadership in and through SoTL, which might be explored through perspectives such as distributed leadership or social network theory.
Educational Development and SoTL
Facilitator: Natasha Kenny
This writing group will explore and contextualize the scholarship of educational development (SoED) as it relates to the scholarship of teaching and learning (SoTL). Questions that may be explored include: What can educational developers learn from how the SoTL has evolved and been supported in postsecondary education?  How can educational developers integrate and build upon principles of ‘good’ SoTL? How can the SoED be used to build and strengthen the field of educational development in meaningful and intentional ways?
SoTL in the College Sector
Facilitator: Tim Loblaw
The Canadian college sector positions itself as postsecondary education focused on applied education and research; that is, a system responsive to the needs of students seeking lifelong learning, vocational training, university transfer, and personal growth. This writing group will explore the scholarship of teaching and learning within this sector. Specific themes might include how SoTL is practiced in colleges; issues associated with supporting instructors who generally are not responsible for engaging in research; and, how SoTL and applied research converge (or diverge).
“SoTL” en milieu francophone au Canada

(SoTL in French-Speaking Canada)

Facilitator: Jovan Groen

Bien qu’il ne semble pas exister un terme en français qui se compare au sens que l’accorde à l’acronyme « SoTL » en anglais, on peut toutefois retrouver de nombreux projets de recherche progressistes et innovateurs dans le domaine de l’enseignement postsecondaire au sein des communautés francophone et bilingue du Canada.  Le présent groupe de travail collaboratif aura pour but d’identifier des exemples de recherches dans le domaine de l’enseignement postsecondaire et de faire connaître des initiatives qui soutiennent ce type de recherches au sein de ces deux communautés.

While an acronym like SoTL has not been formally recognized in the francophone higher education community, many progressive and inspiring scholarly projects have and continue to take place in Canada’s francophone and bilingual learning communities. This writing group will shed light on examples of SoTL as well as initiatives that support SoTL work within these communities.

Contingent Instructors and the Scholarship of Teaching and Learning

Facilitator: Erin Aspenlieder

Contingent instructors include instructors on contract-limited appointments as well as those teaching on a per-course basis. This collaborative writing group will consider the engagement of contingent instructors in the scholarship of teaching and learning. This group could consider the unique challenges and opportunities for contingent instructors participating in the scholarship of teaching and learning.
SoTL and Quality Assurance
Facilitator: Lori Goff
Quality assurance is emerging as an extrinsic influence that has the potential to encourage improvements in learning and teaching. This writing group will explore themes around how the scholarship of teaching and learning can be interconnected with various dimensions of quality agendas in ways that can foster enhancement of students’ learning experiences and deepen reflective practices.

 Selection of Participants

 Applicants should complete and submit the online form at: http://tiny.cc/SoTLCanCWG. The deadline for applications is October 23, 2015.

In the event of more colleagues applying to join the writing groups than there are places, selections will be made so that as far as possible each group contains:

  1. Representation from a variety of national contexts
  2. A mixture of junior and senior faculty, staff, and students
  3. A range of disciplines
  4. Varied SoTL experience

To help with selection each applicant is asked to provide a brief statement on how they will benefit from the experience and what they can contribute to their group. Each applicant can select a first, second, and third choice of topics.

Costs

Post-Conference Collaborative Writing Groups Registration: Regular: $255 CAD; *Student: $75 CAD

Collaborative Writing Groups Registration includes: Participation in all sessions, Friday lunch (dinner on your own); Saturday breakfast, lunch, and dinner; Sunday breakfast and lunch and morning and afternoon refreshment breaks on Saturday and Sunday. Delegates will be responsible for their own travel (including parking costs; self park is $15/day) and accommodation fees and arrangements. Information about accommodations at the Delta Armouries will be provided to participants when they are selected to take part.

You must be registered for STLHE 2016 in order to participate in the post-conference writing groups. Information about STLHE registration can be found at http://stlhe2016sapes.ca/. Individuals who are selected to participate in a collaborative writing group will be invited to register for the collaborative writing groups workshop on the main STLHE website, in addition to completing their conference registration.

*To be eligible for the student rate, you must be registered at a postsecondary institution as a full time undergraduate or graduate student. Students with disabilities that require them to be part time are also eligible for the student rate.

Timelines

Please note that these are tentative timelines and are provided here to give you a sense of the process.

Date Task
October 23, 2015 Deadline for applications
November 7, 2015 Inform participants
November 2015 Facilitator meeting
Early December 2015 Participants confirm participation
January 2016 Groups begin work
April 30, 2016 Groups post 2000 word outlines online
May 30, 2016 Deadline for participant feedback on outlines
June 24-26, 2016 Collaborative writing group workshop (2.5 days)
September 15, 2016 Manuscripts submitted to Editors (Beth and Nicola)
September 30, 2016 Editors provide feedback
October 20, 2016 Manuscripts submitted to CJSoTL
January 15, 2017 Reviews returned to authors
February 15, 2017 Revised manuscripts due to CJSoTL
April 10, 2017 Final decisions re: acceptance communicated to groups
June 2017 CJ-SoTL issue published

Questions?

If you have any queries please contact Beth Marquis (beth.marquis@mcmaster.ca) or Nicola Simmons (nsimmons@brocku.ca).

Please encourage those you think may be interested in the writing groups to apply and also to join SoTL Canada by emailing Janice Miller-Young at jmyoung@mtroyal.ca. The first round of applications is limited to SoTL Canada members.

Groupes de rédaction en collaboration SoTL Canada : Invitation à participer

Dans le cadre de la conférence annuelle de la SAPES 2016 qui aura lieu à London, Ontario,  tous les collègues intéressés par le SoTL au Canada sont invités à soumettre une proposition, afin de participer à un groupe national de rédaction en collaboration qui se déroulera sur une période de 12 mois. Ce processus est inspiré par celui élaboré par le « International Network for Learning and Teaching Geography in Higher Education (INLT) » dans le cadre de l’enseignement supérieur et utilisé par la « International Society for the Scholarship of Teaching and Learning (ISSoTL) ». Sept groupes y participeront et chacun aura à écrire un article durant l’année académique 2016-2017 sur un thème choisi en lien avec le SoTL qui sera soumis pour publication à la Revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage (RCACEA). Chaque groupe composé de cinq à sept membres sera dirigé par un animateur qui a une bonne connaissance du thème choisi. Idéalement, chaque groupe devrait compter au moins un étudiant.

Initialement, les groupes travailleront à distance, afin de préparer un plan de rédaction de 2000 mots qui servira de point de discussion jusqu’au moment de la rencontre de travail. Par la suite, ils se réuniront à London au Delta Armories (l’un des hôtels de la conférence) pour les deux jours et demi suivants la conférence principale de la SAPES (du 24 au 26 juin 2016). Durant ces journées, ils consacreront du temps à la préparation de leurs ébauches et à la discussion avec des participants issus d’autres groupes. De plus, quelques activités sociales auront lieu durant les journées de travail. Après les journées de travail, les groupes auront deux mois et demi pour compléter et soumettre leur article à la RCACEA.

Un objectif important de cette initiative est de renforcer la capacité des participants à travailler et à écrire dans des groupes de travail collaboratif, ce qui signifie que l’enthousiasme et l’intérêt pour le sujet (thème) et le processus de rédaction en collaboration sont aussi importants que la connaissance préalable du sujet (thème).

Thèmes

Les thèmes suivants ont été choisis pour les Groupes de rédaction en collaboration 2016 afin de répondre à un large éventail d’intérêts.  Les descriptions sont intentionnellement générales, afin que les groupes puissent choisir l’orientation qu’ils veulent donner à leur article.

Thème et animateur Description
Students and SoTL
Facilitator: Roselynn Verwoord 
This writing group will explore questions pertaining to student engagement in SoTL. Building on an existing body of literature framed as students as co-inquirers/co-researchers in SoTL, student engagement in SoTL, and students as partners in SoTL, this group might explore the following: principles and practices of engaging students in SoTL, opportunities and challenges of engaging students in SoTL, and student engagement in SoTL in diverse contexts.
Leadership and SoTL
Facilitator: Janice Miller-Young
We know that as faculty move from their discipline-based research into SoTL, they require support; but also that engaging in SoTL can be transformational.  This writing group will explore the issues associated with facilitating this transition and/or facilitating change through SoTL more broadly from a leadership perspective. Potential foci include leading change, fostering collaboration, and cultivating leadership in and through SoTL, which might be explored through perspectives such as distributed leadership or social network theory.
Educational Development and SoTL
Facilitator: Natasha Kenny
This writing group will explore and contextualize the scholarship of educational development (SoED) as it relates to the scholarship of teaching and learning (SoTL). Questions that may be explored include: What can educational developers learn from how the SoTL has evolved and been supported in postsecondary education?  How can educational developers integrate and build upon principles of ‘good’ SoTL? How can the SoED be used to build and strengthen the field of educational development in meaningful and intentional ways?
SoTL in the College Sector
Facilitator: Tim Loblaw
The Canadian college sector positions itself as postsecondary education focused on applied education and research; that is, a system responsive to the needs of students seeking lifelong learning, vocational training, university transfer, and personal growth. This writing group will explore the scholarship of teaching and learning within this sector. Specific themes might include how SoTL is practiced in colleges; issues associated with supporting instructors who generally are not responsible for engaging in research; and, how SoTL and applied research converge (or diverge).
“SoTL” en milieu francophone au Canada

(SoTL in French-Speaking Canada)

Facilitator: Jovan Groen

Bien qu’il ne semble pas exister un terme en français qui se compare au sens que l’on accorde à l’acronyme « SoTL » en anglais, on peut toutefois retrouver de nombreux projets de recherche progressistes et innovateurs dans le domaine de l’enseignement postsecondaire au sein des communautés francophone et bilingue du Canada. Le présent groupe de travail collaboratif aura pour but d’identifier des exemples de recherches dans le domaine de l’enseignement postsecondaire et de faire connaître des initiatives qui soutiennent ce type de recherches au sein de ces deux communautés.

While an acronym like SoTL has not been formally recognized in the francophone higher education community, many progressive and inspiring scholarly projects have and continue to take place in Canada’s francophone and bilingual learning communities. This writing group will shed light on examples of SoTL as well as initiatives that support SoTL work within these communities.

Contingent Instructors and the Scholarship of Teaching and Learning

Facilitator: Erin Aspenlieder

Contingent instructors include instructors on contract-limited appointments as well as those teaching on a per-course basis. This collaborative writing group will consider the engagement of contingent instructors in the scholarship of teaching and learning. This group could consider the unique challenges and opportunities for contingent instructors participating in the scholarship of teaching and learning.
SoTL and Quality Assurance
Facilitator: Lori Goff
Quality assurance is emerging as an extrinsic influence that has the potential to encourage improvements in learning and teaching. This writing group will explore themes around how the scholarship of teaching and learning can be interconnected with various dimensions of quality agendas in ways that can foster enhancement of students’ learning experiences and deepen reflective practices.

Choix des participants

Les candidats doivent remplir et soumettre le formulaire en ligne à l’adresse suivante : http://tiny.cc/SoTLCanGRC. La date limite pour soumettre une proposition est le 23 octobre 2015.

Dans le cas d’un plus grand nombre de propositions que de places disponibles, une sélection sera effectuée en respectant les priorités suivantes :

  1. Une représentativité au niveau des différents contextes nationaux
  2. Une représentativité au niveau des participants (professeurs expérimentés, nouveaux professeurs, personnel de soutien et étudiants)
  3. Une variété de disciplines
  4. Une variété d’expériences en lien avec le SoTL

Afin de faciliter le processus de sélection, chaque candidat doit fournir une brève description de leurs contributions possibles au groupe et des bénéfices personnels qu’il pense retirer de cette expérience.  Chaque candidat peut choisir un premier, un deuxième et un troisième choix de thème.

Frais

Inscription aux activités Post-Conférence des Groupes de rédaction en collaboration : prix régulier : 255 $ CAD, prix étudiant : 75 $ CAD. L’inscription aux Groupes de rédaction en collaboration comprend : la participation à toutes les séances de travail, le dîner du vendredi (le souper sera libre), le déjeuner, le dîner et le souper du samedi, le déjeuner et le dîner du dimanche ainsi que les pauses santé du samedi et du dimanche. Les participants devront faire leurs propres réservations et ils seront responsables de leurs frais de déplacement (y compris leurs frais de stationnement ; prix du stationnement : 15 $/jour) et de leurs frais d’hébergement. Les informations à propos de l’hébergement au Delta Armouries seront fournies aux participants qui seront choisis.

Vous devez être inscrits à la Conférence de la SAPES 2016, afin de participer aux activités post-conférence des Groupes de rédaction en collaboration. Les informations à propos du processus d’inscription à la conférence de la SAPES 2016 peuvent être trouvées à l’adresse suivante : http://stlhe2016sapes.ca/. Les personnes qui sont choisies pour participer à un Groupe de rédaction en collaboration seront invitées à s’inscrire pour aux activités des groupes de rédaction sur le site officiel de la SAPES, en plus d’avoir complété leur inscription pour la conférence.

*Pour avoir droit au tarif étudiant, vous devez être inscrit à une institution postsecondaire en tant qu’étudiant (premier cycle ou cycles supérieurs) à temps plein. Les étudiants présentant des difficultés d’apprentissage qui les obligent à être à temps partiels peuvent également profiter du tarif étudiant.

Calendrier

Veuillez noter que ce plan de travail est provisoire et qu’il a pour but de vous donner un aperçu du processus qui sera suivi.

Date Tâches 
23 octobre 2015 Date limite pour les soumissions
7 novembre 2015 Réponses aux participants
Novembre 2015 Réunion des animateurs
Début décembre 2015 Confirmation de la participation des participants
Janvier 2016 Début du travail des groupes
30 avril 2016 Affichage des plans de travail de 2000 mots en ligne.
30 mai 2016 Date limite pour la rétroaction sur les plans de travail des participants
24-26 juin 2016 Sessions de travail des groupes de rédaction en collaboration (2,5 jours)
15 septembre 2016 Manuscrits soumis aux éditrices (Beth and Nicola)
30 septembre 2016 Éditrices fournissent leurs rétroactions
20 octobre 2016 Manuscrits soumis à la RCACEA
15 janvier 2017 Révisions retournent aux auteurs
15 février 2017 Manuscrits révisés soumis à la RCACEA
10 avril 2017 Décisions finales – Acceptation communiquée aux groupes
Juin 2017 Publication par la RCACEA

Questions?

Si vous avez des questions, svp contactez : (beth.marquis@mcmaster.ca) ou Nicola Simmons (nsimmons@brocku.ca).

SVP, encouragez ceux qui peuvent être intéressés à participer aux groupes de rédaction à soumettre une proposition et à devenir un membre de SoTL Canada en envoyant un courriel à Mme Janice Miller-Young à jmyoung@mtroyal.ca. La première série de propositions est réservée aux membres de SoTL Canada.

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