Generations of SoTL Scholars: Transferable Lessons and New Possibilities.

Although the Scholarship of Teaching and Learning (SoTL) is no longer considered an emerging field, it continues to dynamically evolve. This evolution pertains to the nature of the inquiries posed, the scholars active in the field, and the frameworks and conventions that shape the transdisciplinary SoTL landscape. These structures serve as pillars and offer support to SoTL scholars; occasionally, they may also constrain the diversity of voices and perspectives that are embraced within this academic domain. In this article we apply a generational framework to the way that SoTL has evolved in white, Western, English-speaking contexts. We first articulate the generational waves (Generation Zero, Generation One, Generation Two and "SoTL First" scholars) that have emerged in this context and explore the people, goals, challenges, and successes that each generation has frequently experienced in their work to transform higher education. Subsequently, each author positions themselves within this generational framework, placing emphasis on the structures, norms, and processes that have aided and hindered their engagement with SoTL. Our goal is to explore what can be learned from the generational journey of this set of SoTL scholars, so that as SoTL continues to grow, we can better support a broader and more diverse set of scholars. In our discussion, we invite readers to consider their own SoTL journeys and to complicate and expand on this generational analysis. [ABSTRACT FROM AUTHOR]