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Developing the Scholarship of Teaching and Learning within an institution: Building relationships through collaborative writing groups as a model for capacity development
Healey, Ruth L. Healey, Mick Morrissey, Sean A.
Healey, Ruth L.
Healey, Mick
Morrissey, Sean A.
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Publication Date
2026-12-31
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Adobe PDF, 286.45 KB
- Embargoed until 2026-12-31
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Abstract
Relationships are at the heart of the Scholarship of Teaching and Learning (SoTL). Collaborative writing groups are an effective way to support colleagues in building relationships and developing their SoTL practice. These groups have previously been linked to national or international events. This article reflects on how this writing model was adapted to build capacity in an institutional setting. It shares colleagues’ experiences, the ripple effects at an institutional level, and offers practice-based advice for facilitators of similar initiatives. We contend that institutional collaborative writing groups can foster the development of SoTL practice through building relationships, provided that the appropriate structures are established to enable full participation throughout the process.
Citation
Healey, R. L., Healey, M., & Morrissey, S. A. (2026 - forthcoming). Developing the Scholarship of Teaching and Learning within an institution: Building relationships through collaborative writing groups as a model for capacity development. Teaching & Learning Inquiry, vol(issue), pages. doi
Publisher
International Society for the Scholarship of Teaching and Learning
Journal
Teaching & Learning Inquiry
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Article
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"Developing the Scholarship of Teaching and Learning within an institution: Building relationships through collaborative writing groups as a model for capacity development" by R. Healey, M. Healey & S. A. Morrissey ([date to be confirmed]) originally was published in Teaching & Learning Inquiry (TLI), the official journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL). Articles published in TLI are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. The original article is available at [DOI to be confirmed].
Series/Report no.
ISSN
2167-4779
EISSN
2167-4787