The Use of Mentored Inquiry Communities to Foster the Scholarship of Teaching and Learning (SoTL): Outcomes of the American Occupational Therapy Association SoTL Program (2007-2017)

Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/

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8

Mentors; Communities of Practice; Scholarship; Instruction; Learning; Occupational Therapy; Allied Health Occupations Education; College Faculty; Allied Health Personnel; Interpersonal Communication; Program Effectiveness; Barriers

1931-4744

Scholarship of teaching and learning (SoTL) is recognized in Boyer's model, along with discovery, integration, and application, as one of four essential scholarships and is the systematic study of teaching and learning. As such, in 2007, the American Occupational Therapy Foundation (AOTF), and later the American Occupational Therapy Association (AOTA), supported the development of a SoTL mentorship program in an effort to foster SoTL within the discipline of occupational therapy. This mixed-methods study describes AOTA SoTL Program outcomes across ten years, 2007-2017, gathered via survey of past program mentee (n = 50) and mentor (n = 12) participants. Results suggest that mentored inquiry communities are a useful approach to fostering SoTL collaborations. In the future, the AOTA SoTL Program and similar disciplinary-specific SoTL programs should consider additional strategies for supporting mentee participants to completion with their projects.

As Provided

2023

EJ1393927