Category Archives: Scholarship of Teaching and Learning (SoTL)

Screenshot of Facebook Post

What is sabbatical mode?

Since sharing a few “sabbatical days” posts on social media, several people have asked me if I’m “in sabbatical mode” or if I feel like I’m “on sabbatical.” I haven’t known how to answer, typically defaulting to say, “Well, I still have Center for Engaged Learning responsibilities, so I’m working on finding a balance.” Yet that response bothered me because 1) I opted to retain my Center responsibilities, and 2) I recognize that I am privileged to have a sabbatical. As a result, I’ve been reflecting on what “sabbatical mode” is and what I’m doing to make the most of my sabbatical semester.

Screenshot of Facebook Post: "Marked “sabbatical days” on my calendar for August-December to prioritize my sabbatical writing projects and my own health and wellness. (Colleagues among my friend list, thanks for understanding that my Center for Engaged Learning work will be condensed into a couple days each week to facilitate as much of a sabbatical experience as possible. 🙂)"First, a disclaimer/reminder: Sabbaticals still carry responsibilities. Not everyone opts to continue program administration responsibilities while on sabbatical (though I’ve interacted with many people who do), but even if I were to set aside my Center for Engaged Learning work, when I applied for my sabbatical, I made a commitment to complete a significant project. At Elon, the application process even asks faculty to outline a timeline and outcomes, as well as an indication of how we will assess the success of our projects if we are awarded a sabbatical.

My outcome:

“The planned outcome of this project is a single-author book, published by a press that focuses on higher education.”

My timeline:

August – December for a meta-analysis, writing, and revision.

Every now and then, I feel a bit stressed by that self-imposed and institutionally-endorsed expectation… I have 5 months to write a book. Gulp.

The first two weeks of “sabbatical days” have included substantial reflection on the processes, structures, and resources that will help me meet my sabbatical outcome. Much of that reflection actually has focused on my other continuing career responsibilities. I’ve confirmed, for instance, that my Center responsibilities do not fit neatly within two days (or 16 hours) a week, even though they represent only a fraction of my total job responsibilities during a regular semester. Recurring and one-time meetings easily fill 8+ hours before I turn my attention to managing our research seminars (with a call for proposals for a conference already open and a call for applications for the 2019-2021 research seminar launching soon); creating, curating, and editing web content; (co-)writing and/or editing scholarly publications related to the Center’s work; and researching and assessing our initiatives. As a result, my “CEL days” are an exercise in efficiency; yesterday I worked 9 hours on campus, focused on the Center, and they were extremely productive hours. I hope to carry lessons learned from that efficiency forward into future semesters when I layer teaching and other service commitments (e.g., committee work not directly related to my work with the Center) back into my weekly schedule.

To that end, I’m using my sabbatical as an opportunity to experiment with new email management strategies and to try out software that might help me track projects – to “download” more of my project management out of my head and out of my email system.

I also am challenging myself to…

  • Read more, broadly.
    I am a slow academic reader, so staying current with the scholarship directly related to my current projects is difficult enough. My sabbatical affords time to read carefully within my routine scholarship categories and to take time to read texts that might not even be tangential to my work. (Admittedly, though, most of what I’m reading still could be connected at least by a dotted line… For instance, I’m reading the texts assigned to Elon’s Masters of Higher Education students in their fall courses; I’ll be teaching in the program in January and would like to be more familiar with the other courses in the program.)
  • Eggplant, Tomato, and Squash TartReestablish exercise routines that I let slide during the Center’s busy* summer.
    *I use this term unapologetically. In June and July, we hosted 3 research seminar meetings, plus a planning forum for our next research seminar. We also represented the Center and presented at multiple conferences. I’m grateful for everyone who contributes to the Center’s summer work – research seminar leaders, the Center’s program coordinator, our student workers, and friends and allies of the Center – for making our intensive summer programming not only possible, but also successful.
  • Reengage my culinary creativity. I enjoy cooking, and it often provides time/space to process my day. For the last year, though, I have found myself defaulting to standby recipes or relying predominantly on meal kits like Home Chef. This fall, I’m returning to meal planning and to prioritizing visits to farmers markets so that I can find inspiration in seasonal produce.

So am I in “sabbatical mode”? Yes, I probably am. After all, I’m focusing on a substantial project while re-evaluating work practices that I can carry forward beyond the sabbatical for continued productivity and reprioritizing daily activities that contribute to my well-being. For both accountability and reflection purposes, I’ll post updates as the semester progresses.

 

New Scholarship of Teaching and Learning Resources

A significant portion of my inquiry projects fall under the umbrella of Scholarship of Teaching and Learning (SoTL), and the Center for Engaged Learning’s research seminars often serve as entry points into SoTL for faculty and staff from across the disciplines. Although Ernest Boyer’s Scholarship Reconsidered: Priorities of the Professoriate advocated for SoTL in 1990, SoTL remains a new inquiry path for many faculty/academic staff. We host a growing number of web resources, including videos, on the Center’s website to help newcomers find their footing in this important category of scholarship.

We also link to or reference other helpful SoTL resources, and I’m thrilled to see two new SoTL texts available in the coming months.

First, Katie Linder has created an online course, SoTL by Design, available June 1st. SoTL by Design walks participants through designing SoTL projects, from framing a question to data collection and analysis to sharing the project. The course includes a print workbook and pricing packages for 1, 6, 11, 16, 21, and 26 licenses, supporting individual professional development or a SoTL community of practice.

Second, Nancy Chick edited SoTL in Action: Illuminating Critical Moments of Practice, available from Stylus Publishing in September 2018. The collection includes chapters on asking meaningful questions, reviewing the relevant extant literature, aligning research questions and methods (with multiple chapters on specific types of methods), and going public with SoTL. Full disclosure, I wrote one of the chapters, “Writing SoTL: Going Public for an Extended Audience,” but I can’t wait for the book’s release so that I can read the other chapters.

Image source: Stylus Publishing

SoTL’s traction in higher education is growing, and these new resources will help scholars find their own path within this category of scholarship. Of course, if you’re new to SoTL, I also recommend attending a SoTL conference; the International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conferences and the SoTL Symposium sponsored by Mount Royal University are two friendly conference communities.

 

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching.