Natalie Speth

By Cherie Woolmer, Nattalia Godbold, Isabel Treanor, Natalie McCray, Ketevan Kupatadze, Peter Felten and Catherine Bovill As a group of students and faculty, we wanted to explore the real experiences of what it’s liketo “do” partnership, which pushed beyond some …

By Peter Doolittle, Krista Wojdak and Amanda Walters Active learning has become the sine qua non of quality higher education pedagogy. If one’steaching fosters active learning, then all is well . . . sort of . . . potentially . …

By Paul T. Corrigan I’ve often thought that critical reading was more or less inherently liberatory—inherently poised to push readers toward freedom from oppressive ideas and structures like racism.  How, for example, can readers give a text like The Narrative …

By Emily Russell, Nolan Kline, Amy I. McClure, Steven W. Schoen and Nancy L. Chick As college instructors who frequently teach contentious topics, we have seen firsthand how an increasingly polarized global climate has powerful and competing effects on classrooms. …

By Peter Felten, Rachel Forsyth and Kathryn A. Sutherland Trust is an important aspect of teaching and learning. It can positively–and negatively—affect the ways that students interact with teachers, with each other, and with knowledge. Yet the moves that teachers …

By Michelle J. Eady and J. Michael Rifenburg In academia, a captivating narrative of research emerges—one that breaks free from conventional confines and reaches for the skies. Inspired by Margaret Kovach’s keynote address at the 2022 ISSOTL conference in Kelowna, …

By Mikkel Jensen Introducing first-year university students to any discipline requires that teachers unpack many of the underlying ideas that shape their field. This is relevant when teaching students how to use a scholarly field’s concepts and approaches, but it …