Year: 2025
Type: article
Abstract: This study explores how collaborative and interdisciplinary engagement can define and sustain the Scholarship of Teaching and Learning (SoTL) within a higher education institution. Guided by two research questions—how SoTL scholars from varied backgrounds collaborate and reflect to advance SoTL practices, and how collaborative reflection fosters a sustainable SoTL community of practice—authors examine the group’s reflective process and its institutional impact. Using a framework informed by SoTL’s Grand Challenges and relationship-rich education, participants engaged in bi-weekly meetings, structured peer review, and reflective blog writing. Thematic analysis of reflections revealed key outcomes, including a shared commitment to interdisciplinary dialogue, reimagined assessment practices, and strengthened confidence in SoTL methodologies. Participants also experienced significant professional growth and increased institutional recognition of SoTL work. The study concludes that narrative reflection and intentional community-building can lead to transformative pedagogical practices and may support institutional learning.
Institution: University of Wyoming
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7128248363