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As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable reflective and self-determined learning, this asynchronous professional development course is punctuated with reflective questions for the instructional team preparing to teach reformed exercise physiology labs. Asynchronous course content was shared via short videos, podcasts, and readings. We debriefed this self-paced, SoTL-informed course together, in-person. This social debriefing kicked off our weekly synchronous reflective conversations about teaching and learning in a community of practice. Developing a shared language for talking about teaching, enabling student learning, practicing effective teaching, and beginning to contemplate teaching philosophies were described by graduate teaching assistants as notable aspects of this blended learning journey. Lab technicians described discovering SoTL and discussing learning challenges as helpful to their teaching. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed infographic for public consumption. As the field of SoTL continues to evolve, infographics hold tremendous potential to communicate SoTL to various stakeholders, including educators, students, administrators, policymakers, and the public. We outline best practices in infographic development and the potential of infographics as a tool for taking SoTL public, emphasizing their visual appeal and effectiveness in conveying complex information. We conclude by discussing the implications of using infographics to advance SoTL communication. The efforts of our group serve as a valuable example of how infographics can be used to bring SoTL knowledge out of academia and into the public domain.

Scholarly writing for academic publication follows discipline-specific constraints where alpha-numeric forms of text are common modes of communication. While figures can be integrated into scholarly publications, graphics are required to fit specific style guides depending on the established criteria for the academic journal. When preparing teaching materials, constraints on communication and production can limit thinking and understanding. In this paper, we outline how we incorporate graphic creations called sketchnotes into our academic writing practices. Sketchnotes are one-to-two-page, free-form, image-rich documents focusing on a topic, concept, or presentation. For our purposes, academic writing is defined as not only peer-reviewed publications but also web-published scholarly works, including research outputs and writing relating to and including our teaching materials. With this definition, we hope to open up a model for expanding the landscape of academic writing, which supports our sketchnoting as part of an open educational practice. Our open practices using sketchnotes include peer-reviewed journal publications, open web publications on our blog sites, and the learning objects we have created as alternative readings of course content.

Writing well and being well as academic writers is rarely spoken about, often hidden, and at times evaded. We believe that developing, maintaining, and growing well-being literacy not only engages the act but also allows awareness, reflection, and metacognitive thinking that enable mindful writing for well-being. Well-being literacy, the capacity to understand and employ wellbeing language for personal, collective, and global well-being, intrigues us. It encompasses nurturing, sustaining, and safeguarding well-being for individuals, groups, and systems to thrive. As scholars delving into well-being literacy, we, a diverse collective from across higher education career trajectories, investigate its role in scholarly writing and our academic realities. Our focus lies in unraveling the paradoxes inherent in higher education, particularly as researchers and writers. In this paper, we examine our own stories as a trioethnography and the impact of our writing practices on our own professional and personal lives. By doing so, we reveal the place of vulnerability, relationships, and meaning in who we are and are becoming as academic scholars. Guiding principles are shared with peers and colleagues in how they might cultivate writing practices while valuing and embodying well-being in the higher education space.

The Educational Doctorate (EdD) is designed to meet the needs of current practitioners who aim to expand their professional expertise by leveraging deep knowledge and research methods to address specific and contextualized problems of practice. This approach centers on developing scholarly practitioners that are equipped with the skills necessary to bridge the knowledge-to-doing gap and contribute meaningfully to school improvement (CPED, 2020; Donovan, 2013; Hochbein & Perry, 2013; Jackson & Sun, 2022; Lewis et al., 2020; Perry, Zambo, & Crow, 2020). To achieve this goal, program faculty and their respective thinking must be concerned with and oriented to the scholarly practitioner and their unique positionality. This paper explores two considerations related to centering scholarly practitioners and their impact to illustrate the possibilities inherent within EdD programs.

In this theoretical paper we explore the authorial voice of black African postgraduate students in their writing and scholarship experience. This includes investigating the undergirding factors that need to be interrogated when it comes to the student--supervisor relationship. Some (if not most) black African postgraduate students experience challenges in respect of expressing or formulating that all-important authorial voice in their studies, possibly due to a failure to convey ideas, thoughts and arguments systematically. In addition, cultural identity and academic requirements may be hindrances, making it more difficult for them to write successfully, and to engage appropriately in their postgraduate research journeys. In the process of postgraduate students unearthing their authorial voice, a qualitative approach was adopted in this desktop study. In terms of the theoretical framework, the critical pedagogy of Freire was used to examine this phenomenon. Freire's theory underscores the fact that supervisors cannot simply see themselves imposing their views on those who are less knowledgeable about authorial voice. The findings of this work lean towards highlighting that the student, to a large degree, are to be blamed for this oversight, because without giving students any agency in the supervision journey, supervisors tend to reproduce their experience. [ABSTRACT FROM AUTHOR]

Conferences have been discussed as spaces for academic work to extend beyond the confines of one's institution, fostering environments of collaborative working, learning, and social bond-making. The British Psychological Society's Psychology of Women and Equalities Section hosts an annual conference, attended by feminist scholars from around the world. Drawing on autoethnography and psycho-biography, this paper presents a 'psycho-ethnography of the self' with reflections centred on: 'Scholarship', 'Feminist Praxis'; '(Safe) Academic Spaces'; and 'Positioning the Self'. This article contributes to a small, but growing body of literature critically reflecting on conferences as spaces for personal and professional development and academic growth. [ABSTRACT FROM AUTHOR]

We are a group of teaching-focused academics who share a passion for learning, teaching and the Scholarship of Teaching and Learning (SoTL) in Higher Education (HE). In order to understand how practitioners from a diversity of backgrounds and disciplines came to be in their present LTS (Learning, Teaching & Scholarship) academic roles, we embarked on a Collaborative Autoethnography (CAE). This approach allowed us to use our personal narratives to explore what it means to be a SoTL practitioner in HE, and to analyse these narratives by using textual analysis. This paper unpacks these narratives, focusing on three themes: our rich and diverse backgrounds, influences on our routes to our current academic roles, and how we are loud and proud to be on a teaching-focused career path. It will be of interest to academics who are on, or contemplating, a teaching focused contract. It will also be of relevance to senior staff in HE who wish to understand the nature of these roles, and who wish to consider how to provide appropriate institutional structures to support and nurture these staff. [ABSTRACT FROM AUTHOR]

The Orapuh Vocabulary represents a cornerstone of communication and understanding within the Orapuh community. As an international, independent organization incorporated in the Republic of The Gambia as a charity, Orapuh is committed to promoting astute scholarship, professional proficiency, and open science in the field. This conceptual paper introduces and elucidates the Orapuh Vocabulary, providing clear definitions and pronunciation guides for key terms that encapsulate the ethos, mission, and activities of Orapuh. By presenting this comprehensive lexicon, the paper aims to facilitate communication, foster collaboration, and advance knowledge in oral and public health scholarship among professionals of Orapuh extraction

The primary objective of this investigation is to conduct a comparative analysis between the target formulation and outcomes of the Education Fund Management Institute (LPDP) scholarship program and the targeting outcomes of program model. The research paradigm employed is post-positivism, utilizing qualitative methods to explore program development and assess its effectiveness. Two key conclusions emerge from this study: i) the prescribed structure of the LPDP scholarship program is considered insufficient, marked by a focus on outcomes and activities and ii) the LPDP scholarship program's performance has fallen short of anticipated standards, primarily attributable to a significant disparity between scholarship recipients and program graduates. In light of these findings, five recommendations are proposed for future enhancements to the LPDP scholarship program: i) undertake a comprehensive study to develop a vision for addressing the human resource needs in Indonesia, taking into account regional variations, industries, professions, and scientific disciplines; ii) incorporate scholarship initiatives targeting the foundational stratum; iii) foster collaboration with ministries and institutions engaged in comparable program management and industry sectors; iv) adjust the standard of living and payment mechanisms accordingly; and v) implement stringent consequences within the LPDP framework for scholarship recipients who fail to graduate within the stipulated timeframe. [ABSTRACT FROM AUTHOR]

We are a group of teaching-focused academics who share a passion for learning, teaching and the Scholarship of Teaching and Learning (SoTL) in Higher Education (HE). In order to understand how practitioners from a diversity of backgrounds and disciplines came to be in their present LTS (Learning, Teaching & Scholarship) academic roles, we embarked on a Collaborative Autoethnography (CAE). This approach allowed us to use our personal narratives to explore what it means to be a SoTL practitioner in HE, and to analyse these narratives by using textual analysis. This paper unpacks these narratives, focusing on three themes: our rich and diverse backgrounds, influences on our routes to our current academic roles, and how we are loud and proud to be on a teaching-focused career path. It will be of interest to academics who are on, or contemplating, a teaching focused contract. It will also be of relevance to senior staff in HE who wish to understand the nature of these roles, and who wish to consider how to provide appropriate institutional structures to support and nurture these staff.

Orapuh, a distinguished international organisation registered in the Republic of The Gambia (C10443), is dedicated to enhancing oral and public health in underserved populations through astute information, education, and research. The vision of Orapuh is deeply rooted in addressing health disparities by leveraging digital platforms, promoting evidence-based practices, and fostering continuous learning and innovation. Orapuh is dedicated to improving oral and public health, particularly in underserved areas. This vision paper outlines the organisation's mission, vision, core values, creed, approach, organisational structure, governance code, vocabulary, and strategic objectives, highlighting the importance of accessible health information, research, education, and innovation. By fostering a robust and inclusive health ecosystem, Orapuhaims to bridge healthcare disparities globally.

Since the normalization of the relationship between China and Mongolia in the early 1990s, the Chinese academia has conducted a multi-angle research on Mongolia’s political and economic transformation, foreign policy, and social culture. Especially on the contents of the Belt and Road, since the President of China proposed the China-Mongolia-Russia Economic Corridor in 2014, Chinese universities and research institutions have successively established the Mongolia Research Centers and related research institutions, dedicated to research on the corridor construction, Sino-Mongolian strategic development, humanities exchange, and other related researches. This paper will introduce China’s Mongolia Research Centers and other related research institutions and analyze the Chinese scholarship on Mongolia and its development trend.

Conferences have been discussed as spaces for academic work to extend beyond the confines of one’s institution, fostering environments of collaborative working, learning, and social bond-making. The British Psychological Society’s Psychology of Women and Equalities Section hosts an annual conference, attended by feminist scholars from around the world. Drawing on auto-ethnography and psycho-biography, this paper presents a ‘psycho-ethnography of the self’ with reflections centred on: ‘Scholarship’, ‘Feminist Praxis’; ‘(Safe) Academic Spaces’; and ‘Positioning the Self’. This article contributes to a small, but growing body of literature critically reflecting on conferences as spaces for personal and professional development and academic growth.