Writing Opportunity: What does it mean to be a professional while also an academic?

What would you like to be know as?

Not everyone has had a straight and narrow path into academia. Many higher education teachers, in fact, were professionals before they became part of the university or college where they work; and many keep one foot in both worlds even while they teach. Especially in programs designed to support students in a field of practice (education, nursing, and others), teachers find that being an academic or a scholar is supplementary to being a professional. And yet the demands of scholarship remain a component of their academic work—research, publishing, and the rest.

A call for contributions has gone out for a new book which traces the scholarship journeys of educators whose work started (and in some cases continues) outside of academia.  It is a great opportunity for anyone who wants to start writing in the SoTL field but is not sure where to start – chapters are relatively  short and there is plenty of scope for creative and imaginative thinking.

The deadline for submissions is April 17, 2020 and chapters should be 1500-2500 words. We can offer full support to get you started and help you through to the point of submission – please email your Expression of Interest before 14th February 2020.


Further Information about the Call:

What does it mean to be a professional while also an academic? Whether part-time, sessional, or adjunct, full-time, or permanent, what are the challenges we face when transitioning to an academic job from our field of practice? How do our professional perspectives and experiences inform our teaching, our interpretation of curricula, assessment, evaluation, and grades? And what is the relationship between scholarship and work?

Tentatively titled Voices of Practice: New Stories of Scholarship, this collection of narratives will trace the scholarship journeys of educators whose work started outside of academia. Pulled from a wide range of voices, the volume will explore the latent, often unspoken challenges of teaching in academe when our experience is in the field.

Inspired by scholarly narratives like those from Ruth Behar, bell hooks, Jonathan Kozol, and others, Voices of Practice will inspect, interrupt, question, and reconstruct what it means to be a scholar, using deeply personal reflections, poignant vignettes, and carefully examined timelines of intellectual and professional development. The volume will feature teachers who may not at first call themselves “academics” and who have focused their careers on the practice rather than the publishing of scholarship.


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