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Advancing SoTL in Pakistan Through Cultural Humility, Reflection, and Student Voices
Abstract
This chapter explores the author's efforts in implementing and supporting the Scholarship of Teaching and Learning (SoTL) at Lahore University of Management Sciences (LUMS) in Pakistan. Reflecting on a classroom-based SoTL project, the author examines the role of cultural humility, respect, and reflection in developing new initiatives to engage faculty and students in SoTL. The chapter presents strategies for navigating cultural and institutional complexities, including hierarchical educational structures prevalent in Pakistan to foster collaboration and innovation in SoTL. Insights from students' voices in the author's SoTL project underscore the importance of incorporating students' perspectives to enhance teaching practices. Overall, the chapter offers key insights into promoting and sustaining SoTL in hierarchical contexts, stressing the importance of culturally responsive approaches and initiatives that consider faculty readiness and development to advance SoTL practices in diverse educational settings.
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