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29 January

Don’t Set Goals, Set Systems: Using Decoding the Disciplines and Students as Partners to Strengthen a History Department and its Teacher Candidates

By Jared McBrady This article started with a quest to find time for SoTL research. As a tenure-track faculty member, I had to juggle teaching, service, and research alongside the demands of family life (including a toddler). Too often in …

29 January

Building Trust Through Feedback: Transforming Higher Education Classrooms

By Breana Bayraktar, Kiruthika Ragupathi and Katherine A. Troyer Our recent research on building trust through feedback in higher education has significant implications for teaching practices across disciplines. We discovered that creating a trusting feedback environment involves a delicate interplay …

29 January

Superficially Plausible Outputs from a Black Box: Problematising GenAI Tools for Analysing Qualitative SoTL Data

By Mirjam Sophia Glessmer and Rachel Forsyth We spent the last months reading, coding, discussing, re-coding, discussing some more, re-coding, discussing even more, and then consensus coding free-text answers of 449 students, completing the analysis, and submitting the manuscript. “Just …

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 …