Applications are open to join a SoTL Cohort – Academic Year 2026-2027
The Scholarship of Teaching and Learning (SoTL) Faculty Cohort is a year-long professional development program designed for faculty who are new to SoTL or in the early stages of developing a classroom-based inquiry project. Whether you have an idea you want to explore or are just beginning to ask questions about your teaching and student learning, the Faculty Cohort provides the structure, mentorship, and support needed to transform curiosity into meaningful scholarly work.
The Faculty Cohort meets regularly (every 3-4 weeks) throughout the academic year, with additional opportunities for one-on-one mentoring from faculty facilitators. Through collaborative discussions, individualized feedback, peer support, and structured accountability, participants build the foundation for scholarly dissemination and evidence-informed teaching.
Outcomes
By the end of the SoTL Faculty Cohort, participants will have:
- Designed a classroom-based inquiry SoTL project.
- Implemented a SoTL project providing evidence of instructional effectiveness and/or impacts on student learning, attitudes, and perceptions.
- Analyzed findings to inform evidence-based teaching practices.
- Prepared a scholarly product suitable for dissemination
Program Timeline:
- Priority Deadline September 1, 2026
- Final Deadline: September 15, 2026
- Program Begins: October 5, 2026
Participant Expectations:
- Attend at least 8 of 10 cohort meetings, roughly every 3-4 weeks over the academic year
- Participate in individual/small group mentoring meetings with faculty facilitators (as needed)
- Engage in peer feedback and collaborative discussions with cohort members
- Enjoy the support and accountability of being part of the SoTL Faculty Cohort!
Meet the Facilitators…
Lila Fleming
Professor & Director of Academic Programs, Department of Global and Community Health, College of Public Health
“My experiences with SoTL have shown me how valuable structured, reflective spaces can be for developing teaching practices. At the same time, they have highlighted the need for more intentional opportunities for faculty to engage in sustained, evidence-informed reflection on student learning in community with peers. I am interested in helping faculty identify questions about their teaching, examine student learning more systematically, and approach their classrooms as sites for scholarly inquiry.”
Seth Hudson
Associate Professor of Game Writing, Computer Game Design Program, College of Visual and Performing Arts
“Challenges are the one thing all instructors have in common. An open, judgement-free forum that leans into reflective practice as a basis for those conversations is the place to start. Offering faculty tools for reframing past failures—failure is likely too strong a word—makes prior experience even more valuable; doing so with a cohort of colleagues leads to community building.”
Want to start your SoTL journey? Support others engaging in SoTL? Fill out the form below to receive updates about SoTL @ Mason. You can expect no more than one email per month.