Strengthening SoTL Ecosystems
A University of Iowa Issotl24 Cohort’s Reflection and Impact
Bibliographic Data
| ID | 22432063 |
|---|---|
| Authors | Casey E Wright (0000-0002-1987-6489, University of Iowa), Lori C Adams-Phillips (0000-0003-4983-8261, University of Iowa), Adam E Brummett (0009-0003-6718-1854, University of Iowa), Kelly Danaher (0000-0001-6579-8613, University of Iowa), Cynthia M Farthing (0009-0008-5913-128X, University of Iowa), Elizabeth Kleiman (University of Iowa), Alexandra Nica (0009-0009-1122-5444, University of Iowa), Jennifer Sterling (0009-0003-5320-3709, University of Iowa), Jennifer J Sterling, Sara Nasrollahian Mojarad (0009-0008-5824-3247, University of Iowa), Eva Latterner (0009-0003-6366-6459, University of Iowa), Anna L Bostwick Flaming (0000-0002-7206-747X, University of Iowa) |
| Year | 2026 |
| Volume | 14 |
| Pages | 1-10 |
| Publication date | 2026-04-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching & Learning Inquiry: The ISSOTL Journal (JOURNAL) |
| Journal identifiers | ISSN: 2167-4779 • E-ISSN: 2167-4787 |
| Publisher | International Society for the Scholarship of Teaching and Learning (PUBLISHER) |
| DOI | 10.20343/teachlearninqu.14.18 |
| OpenAlex | W7155528489 |
| Language | EN |
| References cited | 9 |
Seven teaching-focused faculty members, in community with three Center for Teaching & Learning (CTL) colleagues and a postdoctoral researcher, explored the impacts of engaging in a scholarly teaching conference cohort at the ISSOTL24 conference. Their experiences as a cohort and as developing SoTL scholars illustrate the impacts of faculty development within SoTL. Their cohort experiences also reflect how university teaching and learning ecosystems further the development of teaching-focused faculty. Faculty members’ experiences in the ISSOTL ecosystem deepened their understanding of SoTL and impacted their scholarly identities, and they returned to the University of Iowa with new evidence-based teaching practices and the agency to share those practices with the university. The faculty reflect on the pedagogical and organizational expertise of the CTL behind the program and how it helped promote faculty members’ development and connections, as well as their expanded sense of belonging to a scholarly teaching community. This article shares these insights, establishing such conference cohorts as formative experiences that drive change in higher education.
Cohort · Community of practice · Faculty Development · Formative assessment · Higher education · Professional development · Scholarship of Teaching and Learning · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Higher Education Practises and Engagement
| Highly cited | No |
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