M. Brooke, Koi Cheng Lee, Misty So-Sum Wai-Cook, Gene Segarra Navera, Jonathan Tang Kum Khuan
{"title":"Trekking the Educator Track at a Research-Intensive University: Five Accounts of Different Career Levels","authors":"M. Brooke, Koi Cheng Lee, Misty So-Sum Wai-Cook, Gene Segarra Navera, Jonathan Tang Kum Khuan","doi":"10.20429/ijsotl.2020.140203","DOIUrl":null,"url":null,"abstract":"In this paper, we offer personal accounts along the Educator Track from Instructor to Associate Professor as members of an English Language Centre at a leading research-intensive university in Asia. The Educator Track is a career pathway growing in significance and status and now boasts a full professorial grade. Our narratives provide an overview of what we and our institution deem as excellence in scholarly teaching leading to our recent promotions along the track. We also detail some of our identity construction processes as practitioners and how our Scholarship of Teaching and Learning (SoTL) has progressed over our careers. We draw on three frameworks. The first, Kern et al.’s (2015) Dimensions of Activities Related to Teaching, enables us to map what we do. The second, Shulman’s (2005) Habits of Mind, Hand, and Heart, is used to present important elements of how we teach our content and rationalize why we teach it. The last, Quinlan’s (2014) concept of Leadership of Teaching for Student Learning links the Associate Professor role to engagement in the wider community beyond the classroom. We hope that these accounts might help further understanding of what it means to be on the Educator Track at a research-intensive university.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The International Journal for the Scholarship of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20429/ijsotl.2020.140203","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2
Abstract
In this paper, we offer personal accounts along the Educator Track from Instructor to Associate Professor as members of an English Language Centre at a leading research-intensive university in Asia. The Educator Track is a career pathway growing in significance and status and now boasts a full professorial grade. Our narratives provide an overview of what we and our institution deem as excellence in scholarly teaching leading to our recent promotions along the track. We also detail some of our identity construction processes as practitioners and how our Scholarship of Teaching and Learning (SoTL) has progressed over our careers. We draw on three frameworks. The first, Kern et al.’s (2015) Dimensions of Activities Related to Teaching, enables us to map what we do. The second, Shulman’s (2005) Habits of Mind, Hand, and Heart, is used to present important elements of how we teach our content and rationalize why we teach it. The last, Quinlan’s (2014) concept of Leadership of Teaching for Student Learning links the Associate Professor role to engagement in the wider community beyond the classroom. We hope that these accounts might help further understanding of what it means to be on the Educator Track at a research-intensive university.
在这篇论文中,我们提供了作为亚洲一所领先的研究型大学英语语言中心的成员,从讲师到副教授的教育工作者的个人账户。教育工作者轨道是一个重要性和地位不断增长的职业道路,现在拥有完整的教授等级。我们的叙述提供了我们和我们的机构认为卓越的学术教学的概述,导致我们最近沿着轨道的晋升。我们还详细介绍了我们作为实践者的一些身份构建过程,以及我们的教与学奖学金(SoTL)在我们的职业生涯中是如何发展的。我们借鉴了三个框架。首先,Kern等人(2015)的“与教学相关的活动维度”使我们能够绘制出我们所做的事情。第二本书是舒尔曼(Shulman, 2005)的《头脑、手和心的习惯》(Habits of Mind, Hand, and Heart),它用来展示我们如何教授我们的内容以及为什么要教授这些内容的重要因素。最后,昆兰(2014)的“领导学生学习的教学”概念将副教授角色与课堂之外更广泛的社区参与联系起来。我们希望这些描述可以帮助进一步理解在研究型大学的教育轨道上意味着什么。