Exploring SoTL through International Collaborative Writing Groups

Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and write with international collaborators, and 2) to contribute meaningful and topical perspectives to the SoTL literature.

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Foreword: 2019 International Collaborative Writing Groups (ICWGs)

Teaching & Learning Inquiry The ISSOTL Journal ◽

10.20343/9.1.17 ◽

2021 ◽

Vol 9 (1) ◽

pp. 258-261

Author(s):

Lauren Scharff ◽

Aysha Divan ◽

Phillip Motley

Keyword(s):

Collaborative Research ◽

Teaching And Learning ◽

Collaborative Writing ◽

Professional Staff ◽

Writing Groups ◽

Scholarly Writing ◽

Scholarship Of Teaching ◽

Learning And Teaching ◽

International Perspectives ◽

International Collaborative

Collaborative research and writing across disciplines and institutions happens frequently in discipline-based research. However, opportunities for cross-collaborative scholarship in teaching and learning is limited in comparison (Kahn et al., 2013; MacKenzie and Myers, 2012). Yet the value of larger scale, team-based approaches to scholarly writing is well recognised in building networks and in providing a deeper understanding of a topic as informed by multi-disciplinary and/or international perspectives (Marquis et al., 2014; 2015; Matthews et al., 2017). It is for these reasons that the International Collaborative Writing Groups (ICWG) program that crystallises around the International Society for the Scholarship of Teaching and Learning (ISSOTL) conference is so valuable. ICWGs bring together academics, professional staff, and students to co-author learning and teaching articles on topics of shared interest. The aims are two-fold: 1) to build capacity of participants to work and write with international collaborators, and 2) to contribute meaningful and topical perspectives to the SoTL literature.

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Reflections on the Development of International Collaborative Writing Groups (ICWGs) about Teaching and Learning in Higher Education

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2017.2.3 ◽

2017 ◽

Vol 8 (2) ◽

Cited By ~ 1

Author(s):

Mick Healey

Keyword(s):

Higher Education ◽

Learning Community ◽

Future Development ◽

Teaching And Learning ◽

Collaborative Writing ◽

Writing Groups ◽

Scholarship Of Teaching ◽

The Future ◽

International Collaborative

This paper explores the development of a model for international collaborative writing groups (ICWGs) about teaching and learning in higher education, which began in geography in 1999 and was then transferred to the scholarship of teaching and learning community in 2012. It summarises some of the evidence which has emerged from research into the experience of participants in ICWGs. The paper ends with a few comments on the future development of the model. Dans cet article, l’auteur explore le développement d’un modèle de groupes internationaux de rédaction en collaboration portant sur l’enseignement et l’apprentissage dans l’enseignement supérieur, qui a vu le jour en géographie en 1999 et qui, plus tard, en 2012, a été transféré à la communauté de l’avancement des connaissances en enseignement et en apprentissage. L’auteur présente un résumé d’un certain nombre de preuves qui ont résulté de la recherche sur l’expérience vécue par les participants à ces groupes internationaux de rédaction. En conclusion, l’auteur présente quelques commentaires sur le développement futur de ce modèle.

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