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21 April

The Good, the Bad, and the Pandemic: An Intra-Group Approach to Exploring Students’ Experiences with Collaborative Learning During COVID-19

By Ella Anghel When the restrictions posed by the pandemic were slowly lifted in 2021, I was teaching an almost entirely online class at a private university in the U.S. This was my second semester teaching, and feedback from students …

20 April

Incorporating Arts-Based Pedagogy: Moving Beyond Traditional Approaches to Teaching Qualitative Research

By Rhia Moreno, Kate Hobgood Guthrie, Katie Strickland As three educators teaching in diverse spaces (an assistant professor from a public university, an assistant professor from a private university, and a public elementary school teacher), this reflective narrative highlights our …

16 March

Students’ Views on the Nature of Science in an Interdisciplinary First-Year Science Program: Content Analysis of a Weekly Reflection Activity

By Nolan N. Bett, Costanza Piccolo, Nathan D. Roberson, A. James Charbonneau and Christopher J. Addison Teaching undergraduate students what science is and how it operates is not a simple task. At the post-secondary level, science courses typically focus on …

16 March

“A Group of People to Lean On and Learn From”: Graduate Teaching Assistant Experiences in a Pedagogy-Focused Community of Practice

By Joy Camarao and Cari Din Our study is part of a larger, three-year SoTL reform project aimed at enriching teaching and learning in laboratory-based exercise physiology courses. We set out to understand how science graduate teaching assistants (GTAs) teaching …

17 February

Adjusting Class Policies Amid a Pandemic: How Lessons Learned During COVID-19 Can Help Faculty Prepare for Other Institution-Wide Crises

By Ellen M. Whitehead Amidst the many challenges to higher education wrought by the COVID-19 pandemic, I began to wrestle with one question in particular: How lenient should I be with my students in terms of deadlines and other class …