The DOI matches its Crossref record.
Building SoTL Community Through Collaborative Reflection: A Case of Reflective SoTL Blogs
Open accessAbstract
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Comparable findings emerge elsewhere: in the United States, accountability pressures and crowded timetables have reduced science instructional time, while in the United Kingdom, teachers report prioritising literacy and numeracy over science because of curriculum and assessment demands.”
From Teaching Science anew in the Foundation Phase: Reimagining pre-service teacher learning for Inclusive Early Pedagogy (2026) · cites this paper as [18]
Citations
Cites
Still being checked.
Cited by
Child Observation for Learning and Research
Papatheodorou, T., Luff, P. A., & Boulter, O. (2013) · Routledge eBooks · doi:10.4324/9781003652212 · Cited by 10
Ruswa, N., & Nhase, Z. (2026) · Journal of Education and Learning Technology · doi:10.38159/jelt.20267410
Westervelt, S., Bennett, G. M., Cerna, M. V. D. D., & Landge, S. M. (2026) · Journal of Chemical Education · doi:10.1021/acs.jchemed.6c00350
Weaver, L., Foster, C., & Wright, A. L. (2026) · Perspectives Policy and Practice in Higher Education · doi:10.1080/13603108.2026.2747095
Metadata
- Authors
- Khasilova, D., Stordahl, M., Ingwerson-Niemann, J., Roberts, A., & Mollie Roselle Hand, M.
- Affiliations
- University of Wyoming (US)
- Venue
- Transformative Dialogues: Teaching and Learning Journal
- Publisher
- Penn State University Libraries
- Published
- 2025-03-01
- Volume
- 18
- Issue
- 2
- Pages
- 122-134
- ISSN
- 1918-0853 (ISSN-L)
- OpenAlex
- W7128248363
- Cited by
- 3
- References
- 0
- Citations by year
- 2026: 3
- FWCI
- 9.28
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Transformative Dialogues Teaching and Learning Journal (publishedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- scholarship of teaching and learning, collaborative reflection, peer review, interdisciplinary collaboration, assessment practices, institutional learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Building SoTL Community Through Collaborative Reflection: A Case of Reflective SoTL Blogs. https://app.cochat.ai/papers/10.59236/td2025vol18iss21900
- The paper
- Khasilova, D., Stordahl, M., Ingwerson-Niemann, J., Roberts, A., & Mollie Roselle Hand, M. (2025). Building SoTL Community Through Collaborative Reflection: A Case of Reflective SoTL Blogs. Transformative Dialogues: Teaching and Learning Journal. https://doi.org/10.59236/td2025vol18iss21900
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
