Geneviève Maheux-Pelletier, Linda Carozza, Jon Sufrin
At the beginning of the 2016-2017 academic year, we were poised to engage with SoTL but realized that the investment required for a systematic study surpassed our individual ability to deliver. Hence, we agreed on a research question informed by the same theoretical and methodological frameworks, and imagined how our individual interests and circumstances could lead to three inter-related studies from different disciplines. More specifically, we asked: “do regular and guided reflective assignments encourage learners to develop deeper and more meaningful understandings of course material?” and selected the Critical Incident Questionnaire or CIQ (Brookfield, 1995) to prompt reflexive learning in our students. We then embarked on our respective studies with the ultimate goal of writing a series of collaborative papers. For this poster, we are proposing to use the same CIQ to 1) reflect on our own process of working together to produce SoTL research and 2) inspire more collaborations of this kind.