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By Erin B. Styles, University of Toronto (erin.styles@utoronto.ca) and Elizabeth J. Polvi, University of Calgary (elizabeth.polvi@ucalgary.ca) Recognizing that the last session of class at the end of the term is often not very materially productive, we have searched for a …
By Susan Cox, Kate Jongbloed, and Charlyn Black Have you ever finished teaching a class and wondered what students “took away” in terms of their learning? And whether your pedagogic approach was effective? These questions were the stimulus for our …
By Melissa Hills, MacEwan University, Melissa.Hills@MacEwan.ca and Kim Peacock, NorQuest College, Kim.Peacock@NorQuest.ca We define flexible deadline policies as those that allow all students in a course some degree of freedom over when they submit an assignment, without consequences that could …
By Anna Piotti, Elizabeth DeFelice, and Carrie Jackson The Pennsylvania State University It was the end of a Zoom meeting, at the end of a long day, in the middle of the very challenging Fall 2020 semester when Elizabeth sighed, …
By Ann M. Gansemer-Topf, Sara Marcketti, Paul Hengesteg, and Steven A. Freeman In Spring 2019, I had the opportunity to coordinate the Scholarship of Teaching and Learning (SoTL) Scholars program at Iowa State University. The program was a cohort-based program …
By Earle D. Abrahamson Teaching and Learning Inquiry (TLI) has become synonymous with the Scholarship of Teaching and Learning (SoTL), as a vehicle to inspire discussion, publish meaningful research, and enable contribution to SoTL debates. In their inaugural edition of …
By Eric Hall and Kristina Meinking In our essay, we explore how a group of high-achieving students described their experience of a course that featured a variation of ungrading. Our journey to this project was long and winding. Born from …
By Brianna L. Kennedy, PhD As a former secondary school teacher and current teacher educator and teacher in higher education, I place a high value on teaching well. I have learned many things about teaching over the years, through both …
By Jennifer Hill and Harry West It is fair to say that the pedagogic inquiry leading to our paper in TLI has been eye-opening and transformative for our educational practice. Our initial aim was to improve the performance of students …
By Gary Poole and Nancy Chick As Teaching & Learning Inquiry (TLI) celebrates its 10-year anniversary, we have enjoyed reminiscing on the early days, including those before ISSOTL decided to sponsor a journal. We recall, for example, lively discussions on …
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