We present a model for a collaborative activity intended to promote scholarship of teaching and contribute to
curricular change through small-group discussion and reflection on feedback from current and former students.
Reflection on teaching is often a lone activity and the literature suggests that lone reflection on teaching can fail
to confront entrenched attitudes. This paper describes the process by which we collected data on students’ and
former student’s learning experiences; prepared the qualitative data for discussion by cross-institutional groups;
structured the discussion activities to maintain focus on cultural change; and evaluated the activities’ impact.
The activity was carried out as part of our ALTC-supported project’s first academic forum and repeated during
the second forum, with refinements to the procedure based on evaluation of the first activity. Data collected for
evaluation of the first and second iterations of the activity suggests that it is an effective strategy for the
promotion of scholarship of teaching and the associated development and implementation of changes to