iSCTL Program

The Interprofessional Scholars Collaboration in Teaching and Learning Program (iSCTL) program is a competitive opportunity for faculty members and first-year students at Case Western Reserve University School of Medicine who:

  • Wish to develop skills as medical educators and scholars; and
  • Have innovative curriculum projects to develop and implement in the WR2 curriculum.

The iSCTL Program assists faculty in furthering their skills in teaching, curriculum development, and educational scholarship. This program is designed for faculty who have a project or program they would like to develop and implement that would enhance the education of students/trainees. In addition to program faculty, the Collaboration includes early phase students from the health professions schools.

Faculty and students will be paired and work as project teams beginning in January each year and completing their formal participation in the program in September of the same year. During this period student and faculty scholars will develop, implement, and study their scholarly projects and will attend a series of approximately 17 Monday evening interactive workshops.

Faculty members and student scholars will be selected based on criteria that measure their commitment to medical education. Selection of faculty scholars will also be based on the quality and relevance of the proposed medical education projects submitted with their applications. Student applications do not include a project proposal. Student applicants may, if they wish, invite a faculty member to share in writing a project proposal and submit a joint application.

Why a Scholars Collaboration?

The iSCTL program creates a supportive environment in which faculty members and students with committed interests in health professions education come together to learn from each other and help turn ideas into action. 

As a part of the iSCTL, these participants develop and enhance skills in health professions education for current and future faculty members and students. They work with health professions education experts to implement projects, learn educational theory, explore new teaching methods and develop skills in curriculum innovation.

Program Goals

Goals for the iSCTL program include the following:

  • Create a community of scholars, composed of faculty and students
  • Provide dedicated time and support for scholarly activities, self-reflection, team building and feedback
  • Enhance scholars' understanding of teaching, learning and assessment and the theories that support them
  • Enhance scholars knowledge and skills in curriculum development and evaluation
  • Foster educational scholarship by transforming ongoing educational activities into scholarly products
  • Assist participants in reframing their belief about how students and faculty can help each other develop as educators

Benefits to Faculty and Students

Faculty benefits:

  • Professional spending account of $1,000 upon completion of the iSCTL program
  • Working with a health professions student scholar
  • Development of expertise and scholarship in health professions education
  • Planning, implementation, evaluation and dissemination of a project of interest

Student benefits:

  • Student scholars can be reimbursed up to $1,000 in travel and meeting expenses when their work at regional, national or international meetings
  • Develop expertise and scholarship in health professions education research
  • Work closely with a faculty member as a project development team


iSCTL program faculty along with faculty and student scholars serve as mutual mentors throughout all aspects of the program and beyond.

Unique credential:

iSCTL is a unique program because it includes both faculty and students. It is an important credential for Promotions and Tenure for faculty and a unique credential for residency applications for students.

Meeting Schedule

  • Monday evenings from 5:30-8 p.m., 2-3 times per month. While the majority of the program is offered remotely, approximately 4 sessions will be held in person at the Health Education Campus.
  • A special additional meeting schedule specifically for students will be established during the summer months to support their work. Faculty are welcome (but not required) to attend these additional meetings during the summer.
  • Successful completion of the program includes attendance at 80% or more of the Monday evening workshops.
  • The collaboration will begin meeting on Jan. 29, 2024, at the HEC.


  • All scholars—faculty and students—commit to full participation in the program sessions. Project groups composed of faculty and students have dedicated time during each iSCTL session to work on the development of their group's project. This collaboration depends on full team participation.
  • Each scholar (faculty and students) attends a minimum of 80% of sessions to qualify for the professional spending stipend.
  • Each iSCTL faculty scholar serves as a mentor for the 1st year student scholar with whom they are collaborating.

Project Priority Areas

While curriculum projects in all areas of curriculum development are welcome, we particularly encourage projects related to diversity/equity/inclusion and use of iPads to enhance teaching and learning. Please see possible project topics below: 

Faculty Submission

The deadline for the 2024 program is November 30, 2023. 

There will be a faculty iSCTL Information session on Wednesday, November 8 at 5:30 pm.  Please join this Zoom Meeting (meeting ID: 928 6269 3026, Passcode:  SOM).

The deadline to apply for iSCTL is November 30, 2023 - Please submit your application by completing the Qualtrics iSCTL Application form.  Faculty will be required to answer questions about your project and upload a copy of your current CV to apply.  

If you are unable to access or submit the Qualtrics Application form, please download the fillable Word version and email it to Deidre Gruning at  If you have questions please contact (216) 368-2178

iSCTL Testimonials

“iSCTL is such an amazing program that pushes you outside of your comfort zone and really drives innovation in medical education at CWRU. The step-by-step structure allows participants the opportunity to develop and hone a plan for advancements in a particular area of interest. The curriculum is designed to help transform medical education and the input from leading experts is the vessel that drives this transformation.”

—Jensen Lewis, MSPAS, PA-C, Program Director, Assistant Professor, Physician Assistant Program, Case Western Reserve University School of Medicine

“Being accepted into iSCTL was such a great experience! It allowed me to focus time on a curricular project, with a fabulous student partner, and get guidance from some of the best our institution has to offer. The opportunity to learn from my colleagues as they chartered their own course on their projects was enlightening and inspiring. It was a wonderful way to fill my own educational cup and a truly enjoyable way to develop a closer knit community of devoted educators who continue to support me now, even two years after the program has finished! I am a fan!”

—Anastasia Rowland-Seymour, MD, MetroHealth, Department of Internal Medicine, Assistant Dean for Longitudinal Clinical Education, Associate Professor, Center for Medical Education, Case Western Reserve University School of Medicine

“My involvement in iSCTL as a faculty member was incredibly rewarding. As a new CWRU faculty member, this course not only helped me navigate the research processes here at CWRU, but also allowed me to dive into the world of medical education and curricular development/improvement. Engaging one-on-one with our student partner was both fun and rewarding. It was wonderful to see her passion for our project grow and watch her become engaged with the research process. I recommend iSCTL for all faculty who wish to better their understanding of the medical school curriculum and interact with our students in a really meaningful way.”

—James Martin, MD, Assistant Professor, Division of Medical Oncology, University Hospitals/Seidman Cancer Center, Case Western Reserve University School of Medicine

“I'm so glad that I did iSCTL because it really helped me have a better understanding about medical education and how to successfully design an educational project and evaluate it. iSCTL really sparked my interest in medical education and wanted to learn more, leading me to pursue a med ed fellowship. Another aspect of the program that I liked was the opportunity to work closely with a student and be a mentor.”

—Elaine Cruz, DO, Health Professions Education Evaluation and Research (HPEER) Advanced Fellow, Louis Stokes Cleveland VA Medical Center, Assistant Professor. Case Western Reserve University School of Medicine

“As a new faculty member, iSCTL was an incredibly valuable experience giving me the opportunity to grow as an educator, strengthen my mentoring network, and kickstart an educational research project I was passionate about. Looking back at my time in iSCTL, the mentoring potential built into this program is what really sets this program apart. Before this program, I was struggling to connect with students interested in educational research but iSCTL was a catalyst for forming these relationships in addition to supporting my research efforts. Additionally, this program connected me with other faculty mentors that helped me grow as an educator that I may not have had the opportunity to interact with otherwise. The iSCTL program concentrates faculty and students with a passion for education, facilitating the formation of these crucial mentor-mentee relationships necessary for professional growth. I would highly recommend all faculty with an idea or project that fits iSCTL to apply for this program!”

—Tawna Mangosh, PharmD, PhD, Assistant Professor of Pharmacology