From anxiety to empowerment: a Learning Community of University Teachers.
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| Title: | From anxiety to empowerment: a Learning Community of University Teachers. |
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| Authors: | MacKenzie, Jane1 (AUTHOR) jane.mackenzie@admin.gla.ac.uk, Bell, Sheena2 (AUTHOR), Bohan, Jason3 (AUTHOR), Brown, Andrea4 (AUTHOR), Burke, Joanne5 (AUTHOR), Cogdell, Barbara6 (AUTHOR), Jamieson, Susan5 (AUTHOR), McAdam, Julie7 (AUTHOR), McKerlie, Robert5 (AUTHOR), Morrow, Lorna3 (AUTHOR), Paschke, Beth8 (AUTHOR), Rea, Paul6 (AUTHOR), Tierney, Anne6 (AUTHOR) |
| Source: | Teaching in Higher Education. Jun2010, Vol. 15 Issue 3, p273-284. 12p. |
| Subject Terms: | *Anxiety, *College teachers, *Learning, *Community & college, *Employment, *Universities & colleges, *Higher education, Self-efficacy, Infrastructure (Economics) |
| Abstract: | Increasing numbers of 'teaching-only' staff are being appointed in higher education institutions in the UK. At one research-intensive university, a new category of academic staff was recently introduced: University Teachers, who are required to engage in scholarly activity as part of their conditions of employment. For many this scholarly activity equates to the Scholarship of Teaching and Learning (SoTL). In an attempt to support this growing body of staff in their engagement with SoTL, a year-long Learning Community (LC) was formed. This paper outlines the activities of the LC and presents the outcomes of a collaborative project to explore its members' experiences. We describe the developmental process of LC membership and consider the parallels between our findings and theories of social capital and transformative learning. We conclude with a consideration of how LCs might be used as an engaging form of academic staff development. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Increasing numbers of 'teaching-only' staff are being appointed in higher education institutions in the UK. At one research-intensive university, a new category of academic staff was recently introduced: University Teachers, who are required to engage in scholarly activity as part of their conditions of employment. For many this scholarly activity equates to the Scholarship of Teaching and Learning (SoTL). In an attempt to support this growing body of staff in their engagement with SoTL, a year-long Learning Community (LC) was formed. This paper outlines the activities of the LC and presents the outcomes of a collaborative project to explore its members' experiences. We describe the developmental process of LC membership and consider the parallels between our findings and theories of social capital and transformative learning. We conclude with a consideration of how LCs might be used as an engaging form of academic staff development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13562517 |
| DOI: | 10.1080/13562511003740825 |
