ICWG-Academic

International Collaborative Writing Groups: The ICWG-Academic Track

ICWG-Academic cohorts focus on academic writing for the SoTL community to produce scholarly articles that are submitted to ISSOTL’s peer-reviewed journal, Teaching & Learning Inquiry.

Chronology of the First Three Cohorts

Cohort 1
April 2012	Co-Leaders Mick Healey, Beth Marquis, and Susan Vajoczki formed the first cohort of 9 groups (69 people from 13 countries).
October 2012	After working together at a distance since April, the cohort gathered in Hamilton, Ontario (Canada) for a two-day workshop prior to the ISSOTL12 conference.
September 2013	Eight articles were featured in a special issue of Teaching & Learning Inquiry. The cohort Co-Leaders/guest editors also wrote an introduction that outlines the origins of ISSOTL’s ICWG Initiative, as well as its specific processes and outcomes.
Cohort 2
Early 2015	Co-Leaders Kelly Matthews and Mick Healey formed 8 groups (59 participants from 11 countries).
October 2015	After working together since early in the year, the cohort gathered in Melbourne, Australia for a 2.5-day workshop prior to the ISSOTL15 conference.
March 2017	Six articles were featured in a special section of Teaching & Learning Inquiry. The cohort Co-Leaders/guest editors’ introduction features a comparison with the first cohort and an early analysis of participants’ individual reflections from throughout the ICWG year.
Cohort 3
March 2019	Co-Leaders Aysha Divan, Phillip Motley, and Lauren Scharff formed 9 groups (51 people from __ countries).
October 2019	After working together at a distance since March, the cohort gathered in Atlanta, Georgia (US) for a 2.5-day workshop prior to the ISSOTL19 conference.
March 2021	Nine articles were featured in a special section of Teaching & Learning Inquiry. The cohort Co-Leaders/guest editors’ foreword features the rationale for decreasing the group size from an average of 8 to 6 and photos from the in-person event.

View the collection of video interviews with leaders, facilitators, and participants in these three cohorts of ICWGs in “ICWG Impact: More than Just a Writing Project.”

ICWGs-Academic Publications

Mick Healey, Beth Marquis, and Susan Vajoczki (the creators of the ICWG Initiative) have noted that the articles produced by the groups are “conceptualisations based on a review of the relevant literature” and are intended to provide “a novel way of thinking about and cultivating literature in the field” (2013, p. 4, 6). Below are the articles published by the first three cohorts.

First Cohort: Teaching & Learning Inquiry, issue 1.2 (September 2013)

• Guest Editors Introduction & Dedication: Exploring SoTL through international collaborative writing groups by Mick Healey, Beth Marquis, Susan Vajoczki
• Conflicts and configurations in a liminal space: SoTL scholars’ identity development by Nicola Simmons, Earle Abrahamson, Jessica M. Deshler, Barbara Kensington-Miller, Karen Manarin, Sue Morón-García, Carolyn Oliver, Joanna Renc-Roe
• Being ethically minded: Practising the Scholarship of Teaching and Learning in an ethical manner by Ruth L. Healey, Tina Bass, Jay Caulfield, Adam Hoffman, Michelle K. McGinn, Janice Miller-Young, Martin Haigh
• The Scholarship of Teaching and Learning in an age of accountability: Building bridges by Pat Hutchings, Paola Borin, Linda Keesing-Styles, Lynn Martin, Renee Michael, Lauren Scharff, Scott Simkins, Ahmed Ismail
• The power of social networks: A model for weaving the Scholarship of Teaching and Learning into institutional culture by Andrea L. Williams, Roselynn Verwoord, Theresa A. Beery, Helen Dalton, James McKinnon, Karen Strickland, Jessica Pace, Gary Poole
• A call for expanding inclusive student engagement in SoTL by Peter Felten, Julianne Bagg, Michael Bumbry, Jennifer Hill, Karen Hornsby, Maria Pratt, Saranne Weller
• SoTL and students’ experiences of their degree-level programs: An empirical investigation by Kelly E. Matthews, Aysha Divan, Nicole John-Thomas, Valerie Lopes, Lynn O. Ludwig, Tanya S. Martini, Phillip Motley, Ana M. Tomljenovic-Berube
• Followership in higher education: Academic teachers and their formal leaders by Jennie Billot, Deborah West, Lana Khong, Christina Skorobohacz, Torgny Roxå, Shannon Murray, Barbara Gayle
• Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry by Rachel Spronken-Smith, Jason Brodeur, Tara Kajaks, Martin Luck, Paula Myatt, An Verburgh, Helen Walkington, Brad Wuetherick

Second Cohort: Teaching & Learning Inquiry, issue 5.1 (March 2017)

• Guest Editors Introduction:Learning together through international collaborative writing groups by Mick Healey, Kelly E Matthews
• Moving towards inclusive learning and teaching: A synthesis of recent literature by Gwen Lawrie, Elizabeth Marquis, Eddie Fuller, Tara Newman, Mei Qiu, Milton Nomikoudis, Frits Roelofs, Lianne van Dam
• Student voice in work integrated learning scholarship: A review of teacher education and geographical sciences by Kate Eileen Thomson, Robyn da Silva, Peter Draper, Anne Gilmore, Niall Majury, Kevin O’Connor, Anete Vaquez, Jacqueline Waite
• Where’s the transformation? Unlocking the potential of technology-enhanced assessment by Trudy Sweeney, Deborah West, Anthea Groessler, Aeron Haynie, Bettie Matheson Higgs, Janet Macaulay, Lucy Mercer-Mapstone, Michelle Yeo
• Enhancing the design and analysis of flipped learning strategies by Martin Jenkins, Rena Bokosmaty, Melanie Brown, Chris Browne, Qi Gao, Julie Hanson, Ketevan Kupatadze
• Exploring metacognition as support for learning transfer by Lauren Scharff, John Draeger, Dominique Verpoorten, Marie Devlin, Lucie S Dvorakova, Jason M Lodge, Susan Smith
• How experienced SoTL researchers develop the credibility of their work by Jennie Billot, Susan Rowland, Brent Carnell, Cheryl Amundsen, Tamela Evans

Third Cohort: Teaching & Learning Inquiry, issue 9.1 (March 2021)

• Guest Editors Foreword: 2019 International Collaborative Writing Groups (ICWGs) by Lauren Scharff, Aysha Divan, Phillip Motley
• Re-positioning SoTL toward the T-shaped Community by Michelle J. Eady, Earle Abrahamson, Corinne A. Green, Mayi Arcellana-Panlilio, Lisa Hatfield, Nina Namaste
• The Scholarship of Critique and Power by T. Camille Martin-Thomsen, Gaia Scagnetti , Siobhan R. McPhee, Ashley B. Akenson, Dana Hagerman
• Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors by Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith
• Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection by Bridget Arend, Beth Archer-Kuhn, Kazuko Hiramatsu, Chris Ostrowdun, Janel Seeley, Adrian Jones
• Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy by Trent W. Maurer, Cherie Woolmer, Nichole L. Powell, Carol Sisson, Catherine Snelling, Odd Rune Stalheim, Ian J. Turner
• Examining the Focus of SoTL Literature—Teaching and Learning? By Karen Manarin, Christine Adams, Richard Fendler, Heidi Marsh, Ethan Pohl, Suzanne Porath, Alison Thomas
• Brokering Boundary Crossings through the SoTL Landscape of Practice by Barbara Kensington-Miller, Andrea Webb, Ann Gansemer-Topf, Heather Lewis, Julie Luu, Geneviève Maheux-Pelletier, Analise Hofmann
• The Courage to SoTL by Nattalia Godbold, Dawne Irving-Bell, Jill McSweeney-Flaherty, Patrice Torcivia, Lauren Schlesselman, Heather Smith
• A Developmental Framework for Mentorship in SoTL Illustrated by Three Examples of Unseen Opportunities for Mentoring by Jennifer C Friberg, Mandy Frake-Mistak, Ruth Healey, Shannon Sipes, Julie Mooney, Stephanie Sanchez, Karena Waller