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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.
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]
Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22MacKenzie%2C+Jane%22">MacKenzie, Jane</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jane.mackenzie@admin.gla.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Bell%2C+Sheena%22">Bell, Sheena</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bohan%2C+Jason%22">Bohan, Jason</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brown%2C+Andrea%22">Brown, Andrea</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burke%2C+Joanne%22">Burke, Joanne</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cogdell%2C+Barbara%22">Cogdell, Barbara</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jamieson%2C+Susan%22">Jamieson, Susan</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McAdam%2C+Julie%22">McAdam, Julie</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McKerlie%2C+Robert%22">McKerlie, Robert</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Morrow%2C+Lorna%22">Morrow, Lorna</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Paschke%2C+Beth%22">Paschke, Beth</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rea%2C+Paul%22">Rea, Paul</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tierney%2C+Anne%22">Tierney, Anne</searchLink><relatesTo>6</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. Jun2010, Vol. 15 Issue 3, p273-284. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+%26+college%22">Community & college</searchLink><br />*<searchLink fieldCode="DE" term="%22Employment%22">Employment</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Infrastructure+%28Economics%29%22">Infrastructure (Economics)</searchLink>
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  Data: 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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  Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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