Open AccessHow Educational Developers can Re-engage Mid-Career Faculty Using SoTL
Author(s) -
Melanie Hamilton,
Nicola Simmons
Publication year - 2021
Publication title -
imagining sotl
Language(s) - English
Resource type - Journals
ISSN - 2563-8289
DOI - 10.29173/isotl523
Subject(s) - scholarship , scholarship of teaching and learning , sociology , faculty development , career path , professional development , career development , pedagogy , higher education , medical education , political science , management , teaching method , teaching and learning center , medicine , law , economics
Mid-career faculty (MCF) currently make up a significant number of faculty at higher educational institutions. This group comprises key stakeholders with institutional history, diverse teaching and learning experiences, and strong relationships with colleagues. While faculty need different kinds of support and opportunities at different career stages, it has been reported that mid-career professional development is under-researched and overlooked. We contend that professional development for MCF is essential if these faculty are going to continue to grow as educators, leaders, and scholars. With the support of Educational Developers (EDs), the Scholarship of Teaching and Learning (SoTL) is one way for faculty to focus their professional development in the middle years of their career. Drawing on the literature about challenges for MCF and using the micro-meso-macro-mega framework, we explore ways in which EDs can use SoTL to re-engage MCF on a revitalized path. Our synthesis offers reflections on our career experiences as EDs and boundary-spanning points to ponder for both EDs and MCF as they enter into SoTL engagement.