Engagement of Clinical Teaching Faculty in Scholarship of Teaching and Learning: What Really Occurred

Gorton, Karen

Engagement of Clinical Teaching Faculty in Scholarship of Teaching and Learning – What really occurred

Background: Historically, the engagement of Clinical Teaching Track Faculty (CTTF) in the scholarship of teaching and learning (SOTL) has not been at the same level as faculty who are tenured, or on the tenure track. In order to increase the engagement of CTTF in the SOTL and dissemination of this work, a project was developed to increase the engagement of this group in scholarship and dissemination of their scholarship.

Methods: Through the Experienced Nurse Faculty Leadership Academy (ENFLA) sponsored by Sigma Theta Tau International/Chamberlain College of Nursing Center for Excellence in Nursing Education, the scholar participated in a faculty guided leadership program and mentorship over a 12 month period to increase engagement of the CTTF in the scholarship of teaching and learning, hone existing leadership practices, deepen existing strengths, and develop new leadership practices. The triad team, scholar Dr. Karen Gorton, mentor, Dr. Angela McNeils and faculty, Dr. Karen Carlson, were instrumental in facilitating scholar growth as a leader and implementation of the project even as the environment changed.

Results: The ENFLA scholar developed and implemented a plan to increase the engagement of CTTF in the SOTL. Additionally, needed infrastructure was created with the Area of Excellence – Scholarship of Teaching and Learning; 6 month “touch-base” process was implemented with CTTF; significant personal growth continues; and increased numbers of CTTF have engaged in the dissemination of scholarship.

Conclusions: The ENFLA experience has provided the scholar with the opportunity for mentorship, leadership development, personal growth and facilitated the development and implementation of a project aimed to facilitate increased engagement of CTTF in the scholarship of teaching and learning. Additionally, growing challenges were presented to the scholar by the mentor and faculty which facilitated self-reflection and positive change.