by Sarah Gibson, Leanne Mihalicz, Harshita Dhiman, Dr. Jess Allingham, Dr. Lindsay Blackstock, and Dr. Sharon Brewer

We are two distinct cohort research groups, honoured to be a part of the larger TRU Scholarship of Teaching and Learning (SoTL) Scholars Program Cohort, guided by TRU’s Centre for Excellence in Learning and Teaching (CELT). Together we share our experiences navigating and collaborating as a small cohort team within the larger, pan-campus, cross-disciplinary Cohort of the SoTL Scholars program. Through the perspectives of Chemistry and Cooperative Education we map our ongoing journey, aligning it with TRU’s core values: Curiosity, Sustainability, Inclusion and Diversity, and Community Mindedness.1 This intentional approach is suggested by Schroeder2 to emphasize the meaningful alignment between the priorities of our institution and the personal passion that powers our project and the impact of our SoTL-based initiatives in our practice.

Cooperative Education cohort:

Faculty of Student Development
Department of Career and Experiential Learning

Sarah Gibson, Leanne Mihalicz, Harshita Dhiman

“Teaching Beyond the Classroom in Cooperative Education”

 

Chemistry Education cohort: 

Faculty of Science
Department of Physical Sciences, Chemistry

Drs. Jess Allingham, Lindsay Blackstock, and Sharon Brewer

“Relating to Role Models: Investigating Identity and Belonging in General Chemistry at TRU”

 

Value #1: Curiosity

Engaging with the work of fellow SoTL Scholars and benefiting from the expertise of the program facilitators introduced us to a whole new realm of research. Both teams’ projects have a student reflective focus, thinking about real-life topics that currently impact their personal and professional development. 

This experience ignited a deep sense of curiosity. Learning new research methods and data analysis approaches was challenging, provoking feelings of confusion, intimidation, and apprehension. 

The SoTL Cohort program supported us by introducing us to established and emerging philosophies and new strategies to answer questions that directly relate to our teaching practice.  

 

Value #2: Inclusivity and Diversity

Working in the SoTL Scholars Cohort brought like-minded novice researchers together to learn and grow. This program facilitated the formation of relationships outside of disciplinary silos allowing for the inclusion of diverse voices and viewpoints.  

Research can be a lonely process, which fortunately was not the case of our team. We are thriving within a collaborative project where the student voice is amplified through participation and engagement, both as study subjects and as research partners.  

Each team member brings unique insights that strengthen our individual contributions. Our shared philosophy on pedagogy aligns us; even with different perspectives, we are united in purpose and approach. Our research project specifically investigates a co-developed in-class assignment that highlights diversity in chemistry. 

 

Value #3: Sustainability (Social) 

Social sustainability focuses on equity, justice, and community well-being.3 Participating in the Cohort as a cohort facilitates continued progress by maintaining effective working relationships and balancing research deliverables alongside our daily work responsibilities. 

We share the workload effectively, meaning we can support one another when scheduling conflicts arise, ensuring that no one is overwhelmed, and we collectively meet all responsibilities. Together, this structure fosters a collaborative environment where all member’s contributions are balanced and valued.  

The Cohort program structure kept the group organized, motivated, and provided rich learning opportunities that would not have occurred if working in isolation. Working as a cohort team allows for a shared vision, enriched project outcomes, and distribution of workload.

 

Value #4: Community Mindedness

The student community and experience are at the forefront of both our research projects. Engaging regularly with the larger Cohort empowers us to elevate and support one another by exchanging knowledge and insight across disciplines. Each time we meet, we’re invigorated by diverse viewpoints and expertise. 

Meeting, interacting and learning from faculty across campus was a highlight and helped build relationships and community. Our SoTL research has been shared back to our professional community at levels ranging from regional to international.   

To foster broader inclusion, we are committed to sharing our progress and outcomes with our department and disciplinary community, inviting their input and extending the impact of our work beyond the cohort. 

 

Our experience in this SoTL cohort has been amazing because of the incredible support from CELT, the faculty mentorship and inspiration. We encourage others to participate in a future SoTL Cohort as a cohort within your discipline or across disciplines! If you are interested SoTL research, reading ‘Becoming a SoTL Scholar’ is a great place to start.4 

 

References: 

  1. Our Values, TRU’s Vision Statement. 2020. Available from: https://www.tru.ca/about/tru-mission-statement/envision.html (Accessed November 20, 2024) 
  2. Schroeder, C. (2007). Countering SoTL Marginalization: A Model for Integrating SoTL with Institutional Initiatives. International Journal for the Scholarship of Teaching and Learning, 1(1). https://doi.org/10.20429/ijsotl.2007.010115 
  3. Rinalducci, S.N. (2024). 3 Pillars Of Sustainability Explained (Guide & Examples). Available from: https://sustainability-success.com/three-pillars-of-sustainability/ (Accessed November 21, 2024) 
  4. Miller-Young, Janice, Nancy L. Chick, eds. 2024. Becoming a SoTL Scholar. Elon, NC: Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa6.