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Chapter 8 Participatory Action Research
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Abstract

Action research has a long history for curriculum review and K-12 work but is less often used in higher education and even less in the Scholarship of Teaching and Learning, where it finds a close methodological match. Participatory action research involves a balanced relationship with research participants, wherein they become co-inquirers. In this chapter, I provide a literature summary of participatory action research as a methodological approach and then outline one such research partnership. Drawing on Kemmis and McTaggert’s four moments of action research, I focus on the roles of the researcher and participant and how they navigated and negotiated the nuances of the research process, including tips for submitting to the Research Ethics Board. Lessons learned include consideration of the additional time commitment for the participant, along with role and research ownership negotiation. The chapter is intended as both a guidebook and a cautionary note to others engaging in such research partnerships.

In: Critical Reflection on Research in Teaching and Learning
Author:

Abstract

Action research has a long history for curriculum review and K-12 work but is less often used in higher education and even less in the Scholarship of Teaching and Learning, where it finds a close methodological match. Participatory action research involves a balanced relationship with research participants, wherein they become co-inquirers. In this chapter, I provide a literature summary of participatory action research as a methodological approach and then outline one such research partnership. Drawing on Kemmis and McTaggert’s four moments of action research, I focus on the roles of the researcher and participant and how they navigated and negotiated the nuances of the research process, including tips for submitting to the Research Ethics Board. Lessons learned include consideration of the additional time commitment for the participant, along with role and research ownership negotiation. The chapter is intended as both a guidebook and a cautionary note to others engaging in such research partnerships.

In: Critical Reflection on Research in Teaching and Learning
Chapter 18 Creation, Critique, Consolidation
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Abstract

This synthesis chapter outlines the common themes of the collaborative writing groups in the book. Prevalent themes include writing retreat pragmatics such as how positive processes are supported by setting and negotiating goals and having a dedicated space. They also include the soul work that comprises trusting and successful writing partnerships that help avoid isolation and support the development of scholarly identity as an academic writer.

In: Critical Collaborative Communities
In: Adults in the Academy: Voices of Lifelong Learners
In: Critical Issues in Higher Education
Volume Editors: and
This book examines themes from adult students in higher education: dispositional characteristics, situational barriers to academic success, and how institutional policy and procedures create obstacles for these non-traditional learners. While much has been written in the peer-reviewed literature about adult students, a commonly missing perspective is that of the students. In this book, adult learners write about their own conditions and contexts, bringing to light the gaps in institutional support for this growing community.

The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience.

Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodríguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.
Chapter 15 Growing the Canadian SoTL Community through a Collaborative Writing Initiative

Abstract

Recognizing the challenges that often attach to writing for publication, this chapter describes a Collaborative Writing Groups (CWG) initiative that supports scholarly writing about teaching and learning in higher education. This model, which sees groups of scholars from multiple institutions working together virtually and face-to-face to co-author manuscripts on topics of shared interest, has been shown to contribute to building scholarly capacity, community, and collaboration, while also leading to the development of manuscripts that contribute meaningfully to the literature. We describe the model, which was initially developed by the International Network for Learning and Teaching Geography in Higher Education and subsequently modified for the International Society for the Scholarship of Teaching and Learning, outline some of the evidence demonstrating its efficacy, and reflect on our experiences adapting the initiative to support collaborative writing in the Canadian context. While the CWG process was originally developed for individuals working on the scholarship of teaching and learning (SoTL), it is also applicable to those in other fields and disciplines. Thus, we situate our discussion within the SoTL literature that shaped the initiative, but also offer considerations and recommendations for those wishing to adapt and apply the model in other contexts.

In: Critical Collaborative Communities
In: Critical Collaborative Communities
In: Critical Collaborative Communities
In: Critical Collaborative Communities