Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Professor of Communication Sciences & Disorders at Illinois State University (email@example.com)
A few weeks ago, I had the good fortune of being invited to deliver one of two keynote addresses at the annual SoTL Commons conference in Savannah, Georgia. Happily, I was given the opportunity to select my own topic for my talk and, having thought deeply about several options, selected SoTL advocacy as my focus. This is likely not a surprise to those who know me, as I am a passionate advocate for research on teaching and learning. After developing several iterations of my talk, I chose to focus my remarks on five ideas I believe to be central to effective SoTL advocacy. I share them here, in the hopes that one or more of these might resonate with folks for use now or at a later time in their own SoTL advocacy efforts.
As a starting point, I do feel as though the above screenshot of one of the slides from my keynote hits on something very important: SoTL advocacy should be undertaken in ways that employ diverse approaches to our advocacy work. Perhaps the the word “customized” might even be appropriate as a corollary to this recommended diverse approach to advocacy, as efforts to engage an expanded group of stakeholders in SoTL should be specifically tailored to fit the contexts in which SoTL advocacy is being undertaken. With that in mind, suggestions for thoughtful and purposeful SoTL advocacy presented at the SoTL Commons included the following:
- Keep your SoTL “start-up” story in mind. Share it with others, as understanding your interest in SoTL might drive someone else to develop an interest, too. I have found this to be true, particularly for colleagues within your own discipline. My field of speech-language pathology has an established standard for using evidence-based practices to inform clinical decision-making. When I explain to other speech-language pathologists or audiologists that I started with SoTL because of my view that evidence to support my teaching practices is just as necessary as evidence to support my clinical work, folks can easily understand my perspective. While they might not engage in SoTL, they can conceive of how it might be important to others and to the discipline, at large.
- Develop an “advocative” (ad-VOCK-ah-tiv) mindset. Encourage people to think about SoTL in different ways, via a lens of provocative advocacy. The central idea to being advocative is being both thoughtful and purposeful in advancing (in this case) SoTL. Think about why advocacy is needed with a person or group. Plan a thoughtful approach to your advocacy efforts, one that makes the stakeholders you seek to engage leave their interaction(s) with you changed in their thinking about SoTL. If you find yourself having similar conversations across a variety of stakeholders, that’s okay, as being advocative can be necessarily repetitive!
- Consider the advantages of code switching. I have facilitated a particular undergraduate language development course over a dozen times in the last decade at my university. One of the important concepts in that course’s curriculum is that of code switching, the notion that children learn to adjust the language they use (tone, vocabulary, delivery) based on who they are communicating with. I would argue that advocacy efforts require a similar type of code switching to make SoTL matter to a given audience. As there are very different stakeholder groups for SoTL (e.g., faculty, students, administration, accreditation groups), it is important to speak to language of the individuals you seek to engage in your advocacy efforts. SoTL should be made important to individual stakeholders in individual ways.
- Establish semantic congruency with specificity. We often lack semantic congruency in our discussions about SoTL. Why? A variety of words and phrases are used to talk about research on teaching and learning, which can lead to confusion (as discussed in this blog post a few weeks ago!). If you’re talking with folks about SoTL, be able to identify similarities and differences between SoTL and educational research, action research, or classroom-based research. Develop ways to describe well that which you advocate for.
- Mentorship is a critical component of SoTL advocacy. With experience, many SoTL scholars become mentors to novice student or novice/veteran faculty SoTLists. While this is wonderful, I would argue that mentees need to observe not only the work that goes into a SoTL project, but advocacy efforts to advance that work. This type of mentorship includes the sharing of practices and processes for self-advocacy and collective advocacy at any point in a project’s lifespan (pre, during, post) to advance SoTL at micro through mega levels of impact.