10 December

Reading Deeply, Connecting Broadly: Reflections on Engaging Together with SoTL’s Grand Challenges

By Maria Gallardo-Williams (North Carolina State University, mtgallar@ncsu.edu) and Nancy Chick (Rollins College, nchick@rollins.edu) In the Scholarship of Teaching and Learning (SoTL), we often find ourselves exploring research practices, methodologies, and frameworks to enhance teaching. But sometimes, we’re called to …

04 December

Update to the ISSOTL Regions and Board

We are pleased to announce that, following our recent Annual Business Meeting at ISSOTL24, it has been approved that new regions—Latin America & the Caribbean, the Middle East, and Africa—will be formally represented in our organization. This decision reflects our …

25 November

Exam Experiences, Motivational Beliefs, and Belonging in First-Year University Physics Students: Insights from the COVID-19 Pandemic

By Jessie Durk, Amy Smith, Nabihah Rahman, and Rebekah Christie For many students, particularly those studying math or science disciplines, such as physics, high-stakes written exams carry a lot of importance, not just for access and participation but also for …

25 November

Moving from “Good” to “Great” SoTL: The Importance of Describing your Research Epistemological and Ontological Traditions in your SoTL Scholarship

By Melanie Hamilton and Brett McCollum We started this conversation sitting in comfy chairs at the Banff Park Lodge during Mount Royal University’s 2022 Symposium for SoTL. For some reason over a cup of coffee, we were reflecting on how …

30 October

Enhancing Trust and Embracing Vulnerability in the College Classroom: A Reflection on Ungrading and Co-Creation in Teaching and Learning

By Kristina Meinking and Eric Hall We designed the first iteration of our co-taught course “Beauty and the Brain” throughout the 2017–2018 academic year and brought to that framework an attentiveness to alternative assessment, the close ties between teaching and …

30 October

Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors

By Heather Garcia and Mary Ellen Dello Stritto Working in a centralized online learning unit at Oregon State University’s Ecampus, we partner with instructors from many different disciplines. In our roles supporting both the scholarship of online teaching and learning …

24 September

Exploring University Teaching Assistants’ Knowledge of the Power of Culturally Responsive Pedagogy

By Ximena D. Burgin, Mayra C. Daniel, Sheila S. Coli, Leslie Matuszewich This research offers suggestions for helping teaching assistants (TAs) to prepare for their role in higher education. Differences in TAs’ knowledge of culturally responsive pedagogy (CRP) can lead …

24 September

Artifacts of Empathy: Cultivating, Identifying, and Assessing Students’ Development and Written Articulations of Empathy in a Community Engagement Course

By Stephanie May de Montigny I began this research in the Wisconsin Teaching Fellows and Scholars Program because, while I had seen my students develop their empathy in my community engagement courses, I wanted to help them better recognize and …