Multidisciplinary Faculty Learning Communities for SoTL: Rethinking “Rigor”


  • Arlene Wilner Rider University Author


The author revisits the rigor vs. relevance debate in the scholarship of teaching and learning (SoTL) by applying theories of reflective professional practice to the dynamics of a faculty learning community. Cases from two disciplinary perspectives illustrate how frameworks for setting and solving ill-structured problems can foster effective classroom research by eliciting from faculty the same meta-cognitive adeptness that they desire from their students. Qualitative evidence derived from 13 annual learning-community groups suggests that such work is facilitated by multi-disciplinary cohorts, which enable both disruption of and liberation from ingrained habits of mind through engagement of diverse epistemologies and analogic thinking.