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Fostering Transformative Pedagogy From Singapore to Qatar: A Chronicle of Student-Faculty Collaboration in the Scholarship of Teaching and Learning
Abstract
This chapter explores the author's journey as a Scholarship of Teaching and Learning (SoTL) practitioner through the lens of a transformative Student-Faculty symposium held at a Singaporean university in 2018. The narrative weaves three key themes: the importance of informal learning contexts alongside formal education, the value of reflective practice in teaching, and the role of culturally responsive pedagogy in Asian classrooms. Drawing from their experiences teaching across Asia—from Singapore to Qatar—the author describes how a Students as Partners (SaP) project addressed educational challenges by redesigning a writing course for humanities students. The project revealed the interplay between cultural hierarchies in Asian education and generational differences between faculty and students. While the symposium's immediate impact on curriculum was modest, it demonstrated the value of creating spaces beyond traditional classroom dynamics where students and faculty could engage authentically. The chapter concludes by examining current challenges in Qatar, particularly around integrating artificial intelligence in education and developing a SoTL research culture, suggesting that SaP approaches offer valuable frameworks for addressing these emerging pedagogical challenges in culturally sensitive ways.
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