This chapter provides an analysis of the institutionalization of SoTL at University College Cork in Ireland, offers some guiding questions to help individuals or groups reflect critically on their own SoTL institutionalization journeys, and suggests implications for further research on how institutionalization processes inform academic identity…

This chapter draws upon duoethnographic methodology to invite readers into conversation about the complexity and importance of centering positionality in the Scholarship of Teaching and Learning (SoTL). We suggest that self-reflection towards positional awareness fosters ethically rooted, authentic SoTL practice, and offer related considerations…