The literature suggests generic workshops on the scholarship of teaching and learning (SoTL) rarely have a lasting impact on teaching. Seeking an alternative approach, academic developers designed a four-stage Collaborative Scholarship Model where they provided individualised SoTL mentoring to academics implementing a teaching innovation. Project outcomes included sustained change to teaching, openness to new ideas, scholarly contributions and peer recognition (through awards, publications or invited presentations). This model had a sustained impact on participants’ teaching and increased research productivity. Although few individuals can be mentored at one time in this labour-intensive model, long-term benefits may still outweigh limitations in scalability.
Open Access. The accepted version of this work has been reproduced here according to the publisher's policy.
This is an Author's Accepted Manuscript of an article published in the International Journal for Academic Development. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in the International Journal for Academic Development, 18(3): 237-250, 2013 and can be found at http://dx.doi.org/10.1080/1360144X.2012.718993 (Please note: access via this link may only be available with a subscription)
Copyright (2012) Taylor & Francis
International Journal for Academic Development, 18(3): 237-250