Bridging the transition to a new expertise in the scholarship of teaching and learning through a faculty learning community

This is the authors' abstract. We don't add key points for this paper.

As the higher education landscape changes, teaching-only faculty face increasing challenges to deliver evidence-based teaching through engaging with the scholarship of teaching and learning (SoTL). This transition from discipline expert to SoTL practitioner is often poorly supported and undertaken in isolation. We describe a faculty learning community (FLC) to support teaching-only faculty engaging in SoTL. The FLC was formed to provide a space to share challenges regarding scholarship and give practical support to engage in SoTL. The FLC successfully bridged members’ transition to SoTL, providing a sense of belonging to re-connect faculty and promote scholarship.