Creating frameworks to support bottom-up SoTL communities

Jens Laurs Kærsgaard; Sarah Robinson; Annika Büchert Lindberg

Creating frameworks to support bottom-up SoTL communities

Jens Laurs Kærsgaard, Sarah Robinson, Annika Büchert Lindberg

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning

Abstract

This paper provides insights on how to scaffold teaching to support bottom-up SoTL communities. The data was gathered throughout a one-year teaching faculty development blended learning program with a cohort of 34 experienced Polish university teachers from 19 universities. Our investigation shows that the teachers have taken on a role as change agents as they initiate and facilitate multiple bottom-up SoTL communities. Thus, causing a ripple effect in their local academic environments, cultivating a cultural change (Mårtensson et al., 2011; Roxå et al., 2011) to support their own and peer’s professional development.

Originalsprog	Engelsk
Publikationsdato	16 jun. 2022
Status	Udgivet - 16 jun. 2022
Begivenhed	EuroSoTL 2022 - Manchester Metropolitan University, Manchester, Storbritannien Varighed: 15 jun. 2022 → 17 jun. 2022 https://utaresources.mmu.ac.uk/euro_sotl/index.php

Konference

Konference	EuroSoTL 2022
Lokation	Manchester Metropolitan University
Land/Område	Storbritannien
By	Manchester
Periode	15/06/2022 → 17/06/2022
Internetadresse	https://utaresources.mmu.ac.uk/euro_sotl/index.php

Adgang til dokumentet

https://utaresources.mmu.ac.uk/euro_sotl/EuroSoTL%202022%20programme.pdf

Citationsformater

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T1 - Creating frameworks to support bottom-up SoTL communities

AU - Kærsgaard, Jens Laurs

AU - Robinson, Sarah

AU - Lindberg, Annika Büchert

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N2 - This paper provides insights on how to scaffold teaching to support bottom-up SoTL communities. The data was gathered throughout a one-year teaching faculty development blended learning program with a cohort of 34 experienced Polish university teachers from 19 universities. Our investigation shows that the teachers have taken on a role as change agents as they initiate and facilitate multiple bottom-up SoTL communities. Thus, causing a ripple effect in their local academic environments, cultivating a cultural change (Mårtensson et al., 2011; Roxå et al., 2011) to support their own and peer’s professional development.

AB - This paper provides insights on how to scaffold teaching to support bottom-up SoTL communities. The data was gathered throughout a one-year teaching faculty development blended learning program with a cohort of 34 experienced Polish university teachers from 19 universities. Our investigation shows that the teachers have taken on a role as change agents as they initiate and facilitate multiple bottom-up SoTL communities. Thus, causing a ripple effect in their local academic environments, cultivating a cultural change (Mårtensson et al., 2011; Roxå et al., 2011) to support their own and peer’s professional development.

M3 - Conference abstract for conference

T2 - EuroSoTL 2022

Y2 - 15 June 2022 through 17 June 2022

ER -