A higher education scholarship of teaching and learning online community of practice

To improve global rankings, increase student numbers and enhance the quality of teaching and learning, Australian Higher Education institutions have increased emphasis on faculty to engage in the scholarship of teaching and learning (SoTL). However, there is an absence of SoTL capacity-building opportunities to support those with limited knowledge of, and engagement with SoTL. This lack of support has broad implications for scholars' identity, professional confidence and capacity to undertake SoTL. Using collective autoethnography, the chapter showcases the experiences of eight scholars who participated in a two-year SoTL online community of practice, aimed at building SoTL capacity. Results indicated increased confidence, refashioned scholarly identity, institutional recognition of SoTL and leadership skills, and heightened professional self-worth. The chapter yields key messages for those mentoring SoTL scholars, and those adopting a community of practice approach to professional learning. More pointedly, the chapter provides recommendations for institutional policy and practice.