Nurturing the Seeds of SoTL: A Graduate Student's Reflective Journey in a SoTL Reading Group

Abstract

This reflection explores the journey of a graduate student participant within the context of a Scholarship of Teaching and Learning (SoTL) Reading Group at Auburn University, using poetry as a means of inquiry and reflection. Drawing upon literature that emphasizes poetry’s precision and complexity in conveying truth and knowledge, the paper uses poetic inquiry to explore the implications of SoTL and its relevance in higher education. Structured around four SoTL reading group meetings, the paper presents a collection of poems crafted by the participant, accompanied by reflective narratives that trace the intellectual and emotional journey experienced throughout the process. This paper highlights the profound impact of self-reflection on the participant’s development as a SoTL practitioner, underscoring the importance of collaborative engagement in cultivating a vibrant SoTL culture at Auburn University. By contributing to the ongoing dialogue on SoTL culture and its relevance in higher education, this paper advocates for cultivating a scholarly environment that fosters critical inquiry and reflective learning experiences, benefiting graduate students and the wider academic community.