Phenomenology of Surprise in a SoTL Scholars' Program

Michelle Yeo, Karen Manarin, Janice Miller-Young

Abstract


Faculty members participating in a year-long Scholarship of Teaching and Learning (SoTL) development program experienced various surprises as transformational events. This study is a phenomenological exploration of these surprises. We use Dastur’s (2000) understanding of surprise as a phenomenological event that allows for changed perception and the possibility of a different future through an altered state of being in the world. Four different categories of surprise are explored: surprise that doing SoTL changed teaching, surprises about students, surprises about SoTL and the research process, and finally, surprises about communities and disciplines.


Keywords


surprise, phenomenology, SoTL, educational development, higher education

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DOI: https://doi.org/10.20343/teachlearninqu.6.2.3

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Teaching & Learning Inquiry is the official journal of the
International Society for the Scholarship of Teaching and Learning (ISSOTL)