Don't hold me back: Using poetic inquiry to explore university educators’ experiences of professional development through the Scholarship of Teaching and Learning

Daphne Loads; Hazel Marzetti; Velda McCune

doi:10.1177/1474022219846621

Don't hold me back: Using poetic inquiry to explore university educators’ experiences of professional development through the Scholarship of Teaching and Learning

Daphne Loads, Hazel Marzetti, Velda McCune

Research output: Contribution to journal › Article › peer-review

Abstract / Description of output

Institutional schemes that offer financial and other support to carry out Scholarship of Teaching and Learning projects have a valuable part to play in the personal and professional development of academic staff. We investigated the experiences of 12 recipients of the University of Edinburgh SoTL Scheme awards, drawing on a poetic inquiry approach in order to understand what that development meant to them. We found that poetic inquiry surfaced stumbling points and frustrations as well as triumphs and transformation and provided insight into the kinds of emotional and practical support required by participants. Unexpectedly, it also shed light on methodological issues for the researchers.

Original language	English
Pages (from-to)	1-17
Number of pages	17
Journal	Arts and Humanities in Higher Education
Early online date	13 May 2019
DOIs	https://doi.org/10.1177/1474022219846621
Publication status	E-pub ahead of print - 13 May 2019

Keywords / Materials (for Non-textual outputs)

academic development
poetic transcription
Scholarship of Teaching and Learning
research methodology

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10.1177/1474022219846621

LoadsD_2019_AHHE_Don't_hold_me_back
"The final version of this paper has been published in Arts and Humanities in Higher Education, Vol/Issue, Month/Year by SAGE Publications Ltd, All rights reserved. © The Author(s), 2019. It is available at: https://journals.sagepub.com/doi/10.1177/1474022219846621
Accepted author manuscript, 512 KB

https://journals.sagepub.com/doi/10.1177/1474022219846621

Cite this

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title = "Don't hold me back: Using poetic inquiry to explore university educators{\textquoteright} experiences of professional development through the Scholarship of Teaching and Learning",

abstract = "Institutional schemes that offer financial and other support to carry out Scholarship of Teaching and Learning projects have a valuable part to play in the personal and professional development of academic staff. We investigated the experiences of 12 recipients of the University of Edinburgh SoTL Scheme awards, drawing on a poetic inquiry approach in order to understand what that development meant to them. We found that poetic inquiry surfaced stumbling points and frustrations as well as triumphs and transformation and provided insight into the kinds of emotional and practical support required by participants. Unexpectedly, it also shed light on methodological issues for the researchers.",

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AB - Institutional schemes that offer financial and other support to carry out Scholarship of Teaching and Learning projects have a valuable part to play in the personal and professional development of academic staff. We investigated the experiences of 12 recipients of the University of Edinburgh SoTL Scheme awards, drawing on a poetic inquiry approach in order to understand what that development meant to them. We found that poetic inquiry surfaced stumbling points and frustrations as well as triumphs and transformation and provided insight into the kinds of emotional and practical support required by participants. Unexpectedly, it also shed light on methodological issues for the researchers.

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KW - poetic transcription

KW - Scholarship of Teaching and Learning

KW - research methodology

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Don't hold me back: Using poetic inquiry to explore university educators’ experiences of professional development through the Scholarship of Teaching and Learning

Abstract / Description of output

Keywords / Materials (for Non-textual outputs)

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Cite this