In our Introduction, we explored how engagement in SoTL often begins with questions about one\u2019s own teaching and gradually extends beyond the individual classroom\u2014sometimes without being recognised as leadership. This raises a further question: when and how does this engagement become part of who we are as academics?<\/p>\n
This section focuses on identity as a central dimension of SoTL leadership. If leadership in SoTL is not a formal role, it is also not a fixed identity that one simply adopts. Rather, it develops over time through practice, relationships, and context\u2014often emerging gradually and only becoming visible in retrospect.<\/p>\n
The chapters in this section explore this process from complementary perspectives. Reflective case narratives illustrate how initial engagement in SoTL can evolve into broader influence through everyday practice, highlighting the uncertainties, motivations, and opportunities that shape early trajectories. Alongside these accounts, more conceptual contributions examine how academic and leadership identities develop, drawing attention to the ways in which individuals negotiate their roles across disciplinary, institutional, and scholarly contexts.<\/p>\n
Together, these chapters move from lived experience to conceptual understanding, showing how identity is not only shaped by what individuals do, but also by how they interpret and position their work in relation to others. They highlight that developing a SoTL leadership identity involves ongoing processes of recognition, negotiation, and alignment\u2014both internally and within wider academic environments.<\/p>\n
In this way, the section lays an important foundation for the chapters that follow. It shows that SoTL leadership begins not with a title or formal mandate, but with a developing sense of purpose and positioning that is shaped through engagement with others.<\/p>\n
This section invites you to reflect on your own trajectory: how your engagement in SoTL has developed over time, how you understand your role in relation to others, and how your sense of identity may continue to evolve as your work expands beyond your immediate teaching context.<\/p>\n","protected":false},"parent":0,"menu_order":1,"template":"","meta":{"pb_part_invisible":false,"pb_part_invisible_string":""},"contributor":[],"license":[],"class_list":["post-3","part","type-part","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/pressbooks\/v2\/parts\/3","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/pressbooks\/v2\/parts"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/wp\/v2\/types\/part"}],"version-history":[{"count":8,"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/pressbooks\/v2\/parts\/3\/revisions"}],"predecessor-version":[{"id":390,"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/pressbooks\/v2\/parts\/3\/revisions\/390"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/wp\/v2\/media?parent=3"}],"wp:term":[{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/wp\/v2\/contributor?post=3"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/wp\/v2\/license?post=3"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}