What helps students feel like they truly belong in professional learning environments? This episode showcases an open-access article about the BeWIL study, a survey of healthcare students engaged in work-integrated learing (WIL) in the United States and the United Kingdom to learn about their sense of belonging. The article is part of a special section, published in Teaching & Learning Inquiry in March, featuring multi-institutional SoTL from the Center’s 2022-2024 research seminar on WIL.

O’Connor, Deborah A., Leah M. Stade, Cassidy Johnson, Simone Regnier, and Molly A. Whitlow. 2026. “Exploring Belongingness during Work-Integrated Learning for Healthcare Students in International Settings: The BeWIL Study.” Teaching & Learning Inquiry 14: 1–19. https://doi.org/10.20343/teachlearninqu.14.13

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

What makes work-integrated learning placements truly effective—for students and for supervisors? This episode showcases an open-access article reporting on a systematic literature review of published research on students’ and supervisors’ perceptions of work-integrated learning placements. The article is part of a special section, published in Teaching & Learning Inquiry in March, featuring multi-institutional SoTL from the Center’s 2022-2024 research seminar on WIL.

Hains-Wesson, Rachael, Anne-Marie Fannon, Borghild Brekke Hauglid, Jennifer Graham, and Idris Ademuyiwa. 2026. “Student and Supervisor Perceptions of Effective Placement Supervision in Work-Integrated Learning Programs: A Systematic Literature Review.” Teaching & Learning Inquiry 14: 1–21. https://doi.org/10.20343/teachlearninqu.14.15

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art by freepik.

What makes a work-integrated learning (WIL) experience truly high quality—from students’ perspectives? This episode showcases an open-access article on elements that students identify as essential to high-quality WIL. The article is part of a special section, published in Teaching & Learning Inquiry in March, featuring multi-institutional SoTL from the Center’s 2022-2024 research seminar on WIL.

Drewery, David, Michelle J. Eady, and Wincy Li. 2026. “Six Essential Elements of High-Quality Work-Integrated Learning Experiences: A Thematic Analysis of Students’ Voices.” Teaching & Learning Inquiry 14: 1–16. https://doi.org/10.20343/teachlearninqu.14.11

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art by freepik.

What factors inform faculty engagement in work-integrated learning (WIL) activities like internships, co-ops, and field placements? This episode showcases an open-access article on factors that inform faculty engagement with WIL. The article is part of a special section, published in Teaching & Learning Inquiry in March, featuring multi-institutional SoTL from the Center's 2022-2024 research seminar on WIL.

Eubanks Fleming, CJ, Letitia Henville, Catherine Wilson, Kristin Geraty, and Denyse Lafrance Horning. 2026. “Faculty Willingness and Ability to Engage with Work-Integrated Learning (WIL): Piloting the Faculty Engagement Model in the WIL Sphere.” Teaching & Learning Inquiry 14: 1-15. https://doi.org/10.20343/teachlearninqu.14.14

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art by lookstudio on Freepik.

What does “work” really mean to first-generation college students—and how might those meanings shape their experiences in work-integrated learning? This episode features an open-access article about how students define work—and how those definitions are shaped by identity, experience, and culture:

Kampen Robinson, Christine, Neil Baird, Mariko Izumi, and Tim Diette. 2026. “What Does ‘Work’ Mean to First-Generation Students? Emerging Identities in WIL Narratives.” Teaching & Learning Inquiry 14: 1–17. https://doi.org/10.20343/teachlearninqu.14.12

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art by DC Studio on Freepik.

How can we help students move toward more intentional future planning for who they want to become? This episode features an open-access article about supporting post-secondary students’ identity exploration, intrinsic motivation, and future planning:

Hsu, Wan-Chen. 2026. “From Identity Exploration to Future Planning: Empowering Students for Success.” Teaching & Learning Inquiry 14: 1-19. https://doi.org/10.20343/teachlearninqu.14.6

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

What might it look like to treat generative AI as a partner in scholarship of teaching and learning? This episode features an open-access article that examines how SoTL scholars can integrate large language models—tools like ChatGPT, Claude, and Copilot—into research in ways that strengthen, rather than erode, scholarly integrity:

Miller-Young, Janice, Lauren Hays, and Brett McCollum. 2026. “Exploring GenAI’s Potential Contributions as a Partner in SoTL Research: The Practice Model.” Teaching & Learning Inquiry 14: 1-19. https://doi.org/10.20343/teachlearninqu.14.7

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Can ungrading work in a fully asynchronous online course? This episode features an open-access article that examines how an alternative grading approach shaped students’ motivation, stress, and learning in a fully online course:

Emerson, Kerstin Gerst. 2026. “‘It Honestly Made Me Want to Work Harder’: Student Evaluation of Using Ungrading in an Online Asynchronous Course.” Teaching & Learning Inquiry 14: 1–15. https://doi.org/10.20343/teachlearninqu.14.3

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by pch.vector on Freepik.

How can learning contracts support more equitable undergraduate research mentoring? This episode features an open-access article that explores how learning contracts can operationalize equity in undergraduate research mentoring by centering shared expectations, partnership, and transparency:

McSweeney, Jill M., and Eric E. Hall. 2026. “The Use of Learning Contracts as Potential Equity Blueprints in Undergraduate Research Mentorship.” Teaching & Learning Inquiry 14: 1–10. https://doi.org/10.20343/teachlearninqu.14.4

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by fanjianhua on Freepik.

How does time—including age, career stage, and historical moments—shape students-as-partners work in higher education? And what do we miss when we don’t explicitly account for it? This episode features a secondary qualitative analysis drawing on three prior case studies connected to SoTL and Students-as-Partners work at a Canadian university:

Harvey, Kelsey, Katherine R. Cooper, Stephanie Hatzifilalithis, Elisa Do, Julia Cerminara, and Jacob Krone. 2026. “Students as (Intergenerational) Partners: Considering Time in the 4M Framework.” Teaching & Learning Inquiry 13: 1–17. https://doi.org/10.20343/teachlearninqu.14.2

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by pch.vector on Freepik.

What do employers actually think about higher education’s role in preparing students for an uncertain future? This episode features the latest employer report from the American Association of Colleges and Universities:

Finley, Ashley. 2025. The Agility Imperative: How Employers View Preparation for an Uncertain Future. American Association of Colleges and Universities. https://www.aacu.org/research/the-agility-imperative

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by katemangostar on Freepik.

How can generative AI support student brainstorming without replacing thinking, voice, or agency? This episode highlights an open-access article about a GenAI-enabled brainstorming app used in an interdisciplinary writing course:

Chia, Joanne, and Angela Frattarola. 2025. “A Design-Based Approach to Analysing Student Engagement with a GenAI-Enabled Brainstorming App.” Computers and Education: Artificial Intelligence 9. https://doi-org.elon.idm.oclc.org/10.1016/j.caeai.2025.100468

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art was created by ChatGPT 5.2, using the prompt, "Please create a landscape-orientation image depicting what 'Nudgy,' the GenAI tool described in this article, might look like." Feedback prompted ChatGPT to "Please revise to reduce the text on the screen, and the center Nudgy and his speech bubble on the computer screen."

How can Vertically Integrated Projects—VIPs—be designed so students don’t just participate in research, but feel genuine ownership of it? This episode features an article that explores how a biology VIP courses supported undergraduates in developing project ownership through agency, mentorship, and problem-solving:

Wozniak, Kasey L., Anna S. Grinath, Heather J. Ray, and Devaleena S. Pradhan. (2025). “Cultivating Student Project Ownership: Recommendations for VIP Instructors.” Scholarship and Practice of Undergraduate Research 8 (3), 38-48. https://doi.org/10.18833/spur/8/3/5

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by Freepik.

What happens when you re-imagine a high-stakes exam—not as an essay, but as a podcast? This episode highlights an open-access article that explores decolonizing assessment with alt-assessment strategies. Read the full article:

Godsell, Sarah. 2025. “Decolonial Impulses for Assessment: Re-Imagining an Exam As a Podcast.” Scholarship of Teaching and Learning in the South 9 (2): 43-73. https://doi.org/10.36615/reweaw33.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by DC Studio on Freepik.

How do academics decide whether—and how—to engage in the Scholarship of Teaching and Learning, especially when time is limited and institutional reward structures still privilege disciplinary research? This episode highlights an open-access article that explores this question in the Global South—with implications for SoTL scholars around the world:

Bisschoff, Christo, Dane Coetzee, Jacobus Johannes Oosthuizen, Cornelia Schreck, Alretha Du Plessis, and Samantha Kahts-Kramer. 2025. “Navigating SoTL: Identity, Time, and Transformation in Academic Decision-Making.” Scholarship of Teaching and Learning in the South 9 (2): 126-45. https://doi.org/10.36615/h86dgy43.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by Freepik.

What challenges do students encounter in a multi-semester, capstone undergraduate research experience, and what supports do they need to navigate those challenges? This episode highlights an open-access article that examines STEM graduates’ reflections on a three-semester capstone research sequence. Read the full article:

Colclasure, Blake C., and Tyler Granberry. 2025. “Challenges and Supports Experienced by Students Completing a Multi-Semester Capstone Undergraduate Research Experience: Reflections from Program Graduates.” Teaching and Learning Inquiry 13 (December): 1–17. https://doi.org/10.20343/teachlearninqu.13.57.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by Freepik.

How might generative AI reshape course design, faculty development, and the scholarship of teaching and learning? This episode highlights an open-access article that poses three questions about advocating for human-centered teaching and learning in an AI-enhanced future. Read the full article:

Wymer, Kathryn C. 2025. "Generative AI and the Future of the Scholarship of Teaching and Learning: What Do We Stand to Gain or Lose?" International Journal for the Scholarship of Teaching and Learning 19 (2): Article 2. https://doi.org/10.20429/ijsotl.2025.190202

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by DC Studio on Freepik.

What if most syllabus “best practices” are built on limited evidence or studies with inauthentic contexts for how students experience these course documents? This episode features on open-access article that explores what students tell us about the syllabi they’re actually encountering in their courses. Read the full article:

Pliego, Diego, and Abby Kaplan. 2025. "Community College Students’ Experiences with the Syllabus: A Qualitative Study." International Journal for the Scholarship of Teaching and Learning 19 (2): Article 10.
https://doi.org/10.20429/ijsotl.2025.190210

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by DC Studio on Freepik.

How might the Scholarship of Teaching and Learning evolve when humans and generative AI are deeply entangled? This episode highlights an open-access article that offers five propositions, each paired with GenAI prompts, to help SoTL scholars experiment with context-aware approaches to inquiry in AI-enhanced learning environments. Read the full article:

Mills, Jennie, Tina Beynen, Ivy Chia Sook May, Rachel Fitzgerald, Kimberly A. Hall, Evelyn Lai, Jon Mason, and Samantha Newell. 2025. “Re-Thinking SoTL for the Age of GenAI: Diffracted, Entangled, and Human.” Teaching and Learning Inquiry 13 (October): 1–19. https://doi.org/10.20343/teachlearninqu.13.49.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by DC Studio on Freepik.

How can knowledge surveys strengthen students’ self-assessment and metacognition? This episode highlights a multi-semester study from the U.S. Air Force Academy on using knowledge surveys to help students better gauge their understanding and direct their learning. Read the full study in this open-access article:

Sloan, Joel, Timothy Frank, Lauren Scharff, and Karin Becker. 2025. “Knowledge Surveys: An Effective and Robust Student Self-Assessment and Learning Tool.” Teaching & Learning Inquiry 13: 1–20. https://doi.org/10.20343/teachlearninqu.13.47

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Reflection image in episode art by Freepik.

What do university teachers say they need from professional development related to teaching and learning? This episode focuses on an open-access article on participants' self-identified learning needs in a professional development program for professors, senior scientific staff, and doctoral teaching assistants:

Brown, Karin, Sara Petchey, Katarina Mårtensson, and Kai Niebert. 2025. “Self-Identified Learning Needs of University Teachers: Recommendations for Generic and Role-Based Professional Development.” International Journal for Academic Development, September, 1–14. https://doi.org/10.1080/1360144X.2025.2553193

The episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Feedback image in episode art by Freepik.

How much time should students have to take online, multiple-choice tests? That’s the focus of the open-access Teaching & Learning Inquiry article featured in this week’s 60-second SoTL:

Kennette, Lynne N., and Dawn McGuckin. 2025. “Best Practice for Online Tests: How Long Do Students Actually Need?”. Teaching and Learning Inquiry 13 (July):1–11. https://doi.org/10.20343/teachlearninqu.13.35.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Multiple-choice test image in episode art by Freepik

This episode features an open access article on building trust through feedback with relationship-building conditions and agency-promoting practices:

Bayraktar, Breana, Kiruthika Ragupathi, and Katherine A. Troyer. 2025. “Building Trust Through Feedback: A Conceptual Framework for Educators.” Teaching and Learning Inquiry 13 (January): 1–19. https://doi.org/10.20343/teachlearninqu.13.7

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Feedback image in episode art by rawpixel.com on Freepik

This episode features an open access article exploring how class size impacts university students' perceptions of instructor presence in online courses:

Carozza, Linda, and Hilary Davis. 2025. “Large Online Courses: A Constraint on Instructor Presence and Higher-Level Thinking.” Teaching and Learning Inquiry 13 (August): 1–17. https://doi.org/10.20343/teachlearninqu.13.38.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Online meeting image in episode art by DC Studio on Freepik.

This episode features an open access article exploring how classroom architecture and instructor pedagogical strategies impact students' cell phone use in class:

Harris, Isabel, and Melinda Lanius. 2025. “The Impact of Classroom Architecture and Pedagogical Strategies on University Students’ Disruptive Phone Usage in Calculus.” Teaching and Learning Inquiry 13 (August):1–16. https://doi.org/10.20343/teachlearninqu.13.39

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric at Elon University.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Cell phone image in episode art by wayhomestudio on Freepik.

This episode features an open access article exploring how peer support initiatives can facilitate meaningful relationships and sense of belonging when they attend to social connection, shared experience and culture, and interpersonal trust:

Hamshire, Claire, Mimi Benjamin, and Alan Soong Swee Kit. 2025. “What Is the Role of Trust in Peer Support Schemes for Underrepresented Students?” Teaching and Learning Inquiry 13 (January): 1–16. https://doi.org/10.20343/teachlearninqu.13.8.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: "Keep Going" by AudioCoffee

Photo in episode art by Christina @ wocintechchat.com on Unsplash

This week’s episode focuses on a metacognitive intervention for first-year students on academic probation and features an open access article from Teaching & Learning Inquiry:

Swanson, Holly J., and Bryan Dewsbury. 2024. "The Impact of a Metacognitive Intervention on Student Experiences and Success in an Academic Probation Program for First-Year Students." Teaching & Learning Inquiry 12. https://doi.org/10.20343/teachlearninqu.12.26

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University. The photo in the featured image for this episode is by Compare Fibre on Unsplash.

This week’s episode, hosted by Stephanie Matte, focuses on the first-year experiences of college students studying online and features an article from Adult Learning:

Korstange, Ryan, Jeff Hall, Jamie Holcomb, and Jasmeial Jackson. 2020. “The Online First-Year Experience: Defining and Illustrating a New Reality.” Adult Learning 31 (3): 95–108. https://doi.org/10.1177/1045159519892680. 

This episode was hosted by Stephanie Matte, Graduate Apprentice for the Kernodle Center for Civic Life at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode focuses on the impact of first-year experiences on international students' retention and graduation:

Rust, Dylan, and Raghvendra Singh. 2022. “First-Year Experience Course Impact on Undergraduate International Student Retention and Graduation.” Journal of Educational Research and Practice 11 (1). https://doi.org/10.5590/JERAP.2021.11.1.32. 

This episode was hosted by Stephanie Matte, Graduate Apprentice for the Kernodle Center for Civic Life at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode explores a recent article about sense of community in first-year seminars:

Metzger, Kelsey J., Jake Wright, Robert M. Erdmann, Bronson Lemer, and Rachel L. Olson. 2022. “Mileage May Vary: How Sense of Community in First-Year Seminars Varies Across Student Identities and Modes of Instruction.” Journal of The First-Year Experience & Students in Transition 34 (2): 27–46.

This episode was hosted by Emma Calhoun, Graduate Apprentice for the Odyssey Program in the Center for Access and Success at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode explores the value of peer-mentorship programs for first-year university students:

Tsang, Art. 2023. “The Value of a Semi-Formal Peer Mentorship Program for First-Year Students’ Studies, Socialization and Adaptation.” Active Learning in Higher Education 24 (2): 125–38. https://doi.org/10.1177/1469787420945212.

This episode was hosted by Emma Calhoun, Graduate Apprentice for the Odyssey Program in the Center for Access and Success at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode focuses on a study of first-year seminars' impact on common measures of student success in higher education:

Shi, Qingmin, John R Crooker, Christina R Drum, and Brent M Drake. 2021. “Investigation of the Effect of First-Year Seminars on Student Success.” Journal of The First-Year Experience & Students in Transition 33 (2): 65–95. 

This episode was hosted by Logan Morral, Graduate Apprentice for the Center for Race, Ethnicity, and Diversity Education at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week's episode focuses on an open-access article about beneficial outcomes of first-year seminars:

Das, Rajeeb, Erika Schmitt, and Michael T. Stephenson. 2024. “A Quasiexperimental Analysis of First-Year Seminar Outcomes at a Large University.” Journal of College Student Retention: Research, Theory & Practice 25 (4): 940–54. https://doi.org/10.1177/15210251211038591

This episode was hosted by Emma Calhoun, Graduate Apprentice for the Odyssey Program in the Center for Access and Success at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This episode features on open-access article on service-learning and leadership development in first-year seminars:

Krsmanovic, Masha. 2022. “Fostering Service-Learning and Leadership Development through First-Year Seminar Courses.” Journal of Service-Learning in Higher Education 15: 54–70.

The episode was hosted by Logan Morral, Graduate Apprentice for the Center for Race, Ethnicity, and Diversity Education at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This episode highlights two articles that explore first-year experiences and what makes them high-impact:

Barefoot, Betsy O. 2000. “The First-Year Experience: Are We Making It Any Better?” About Campus 4 (6): 12–18. https://doi.org/10.1177/108648220000400604. 

Kuh, George, Ken O’Donnell, and Carol Geary Schneider. 2017. “HIPs at Ten.” Change: The Magazine of Higher Learning 49 (5): 8–16. https://doi.org/10.1080/00091383.2017.1366805. 

This episode was hosted by Stephanie Matte, Graduate Apprentice for the Kernodle Center for Civic Life at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This episode shares an open-access article from Assessment & Evaluation in Higher Education and explores how to measure feedback literacy in higher education:

Dawson, Phillip, Zi Yan, Anastasiya Lipnevich, Joanna Tai, David Boud, and Paige Mahoney. 2023. "Measuring What Learners Do in Feedback: The Feedback Literacy Behaviour Scale." Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2023.2240983

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This episode shares an article from the open-access journal, Teaching & Learning Inquiry, and explores how role-play scenarios facilitate reflection on the complexities of student-faculty partnership:

Woolmer, Cherie, Nattalia Godbold, Isabel Treanor, Natalie McCray, Ketevan Kupatadze, Peter Felten, and Catherine Bovill. 2023. “Using Scenarios to Explore the Complexity of Student-Faculty Partnership.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.26.

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode shares an open-access article from New Directions in Teaching and Learning and examines how U.S.-based higher education institutions support mentoring of undergraduate research in global contexts:

Cruz, Laura, Maureen Vandermaas-Peeler, Eric E. Hall, Amy L. Allocco, Kate Patch, Jennifer Hamel, and Jacqueline McLaughlin. 2023. "Mentoring Undergraduate Research in Global Contexts (MUR-CG): An Integrated Model." New Directions for Teaching and Learning 2023: 29-39. https://doi.org/10.1002/tl.20556

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode shares an open-access article from Teaching & Learning Inquiry and examines how in-class interventions might influence students study strategies:

Maurer, Trent W., and Emily Cabay. 2023. “Challenges of Shaping Student Study Strategies for Success: Replication and Extension.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.18

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week's episode shares an open-access article from Teaching & Learning Inquiry and explores arts-based data analysis and a strategy for teaching it to emerging researchers:

Moreno, Rhia, Kate Hobgood Guthrie, and Katie Strickland. 2023. “Incorporating Arts-Based Pedagogy: Moving Beyond Traditional Approaches to Teaching Qualitative Research.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.15.

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open access article from the International Journal of Work-Integrated Learning and explores how characteristics of lifelong learning inform work-integrated learning students' work adjustment at co-op sites:

Drewery, David, and Judene Pretti. 2023. "How Approaches to Learning Explain Lifelong Learners' Successful Work Adjustment." International Journal of Work-Integrated Learning 24 (3): 359-370.

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open access article from the International Journal for Academic Development and explores how professional development on metacognition informs the practices of peer educators:

Wass, Rob Tracy Rogers, Kim Brown, Kelby Smith-Han, Jacqueline Tagg, David Berg, and Steve Gallagher. 2023. "Pedagogical Training for Developing Students’ Metacognition: Implications for Educators. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2023.2246442.

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an article from College Teaching and explores whether video syllabi impact how students engage with syllabus content:

Kerrigan, John, and Christina Bifulco. 2023. "Syllabus 2.0: Using Videos to Make the Syllabus Active." College Teaching. https://doi.org/10.1080/87567555.2023.2208817

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from Quality in Higher Education and explores how coordination of courses within a degree program affects student satisfaction with their studies:

Holmström, Ola, and Ola Stjärnhagen. 2023. "Coordination of Courses in University Programmes and Students’ Experiences of their Studies: Student Perspectives on the Importance of Course Coordination." Quality in Higher Education. https://doi.org/10.1080/13538322.2023.2186170

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an article from the open-access Teaching & Learning Inquiry and explores what influences students' participation in class discussions:

Parker-Shandal, Crystena. 2023. “Participation in Higher Education Classroom Discussions: How Students’ Identities Influence Perspective Taking and Engagement.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.19.

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an article from the open-access International Journal for the Scholarship of Teaching and Learning and considers how successfully the scholarship of teaching and learning (SoTL) balances quality with disciplinary inclusivity:

McSweeney, Jill and Schnurr, Matthew A. (2023) "Can SoTL Generate High Quality Research while Maintaining its Commitment to Inclusivity?," International Journal for the Scholarship of Teaching and Learning: Vol. 17: No. 1, Article 4. https://doi.org/10.20429/ijsotl.2023.17104

This week’s episode features an article from the open-access journal, Teaching & Learning Inquiry, and examines strategies for writing a literature review on scholarship of teaching and learning (SoTL):

Healey, Mick, and Ruth Healey. 2023. “Reviewing the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective : Part 2”. Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.5.

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an article from the open-access journal, Teaching & Learning Inquiry, and examines strategies for conducting a literature search for scholarship of teaching and learning (SoTL) projects:

Healey, Mick, and Ruth L. Healey. 2023. “Searching the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective: Part 1.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.4.

This week’s episode features an open-access article from the International Journal for Academic Development and examines the impact of a regional community of practice for academic developers supporting scholarship of teaching and learning (SoTL) at their home institutions:

Lukes, Laura A., Sophia Abbot, Dayna Henry, Melissa Wells, Liesl Baum, Kim Case, Edward J. Brantmeier, and Lindsay Wheeler. 2023. "Impact of a Regional Community of Practice for Academic Developers Engaged in Institution-Level Support for SoTL." International Journal for Academic Development. https://doi.org/10.1080/1360144X.2022.2135005

This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from the Journal of Effective Teaching in Higher Education and explores students' perceptions of the values and learning gains of participating in collaborative projects and assignments:

Ericksen, Kirsten S, and Sandra Williamson-Ashe. 2021. “High-Impact Educational Practices' Influence on the Emerging Values Model: Group Work Impact.” Journal of Effective Teaching in Higher Education 4 (1): 60–75. https://doi.org/10.36021/jethe.v4i1.219

This week’s episode features an article from Communication Teacher and explores an effective collaborative project model that provides students with lifelong transferable skills:

Cresswell-Yeager, Tiffany. 2021. “Forming, Storming, Norming, and Performing: Using a Semester- Long Problem-Based Learning Project to Apply Small-Group Communication Principles.” Communication Teacher  35 (2): 155–65.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode, hosted by Stephen Gyan, features an article from Assessment & Evaluation in Higher Education and explores the nature and reliability of peer assessment in collaborative projects and assignments using students’ reflection and feedback:

Bong, Jiyae, and Min Sook Park. 2020. “Peer Assessment of Contributions and Learning Processes in Group Projects: An Analysis of Information Technology Undergraduate Students’ Performance.” Assessment & Evaluation in Higher Education 45 (8): 1155–68. https://doi.org/10.1080/02602938.2020.1727413. 

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode, hosted by Haley Turczynski, features an article from the Learning Environments Research and explores how study groups serve as a space for students to engage in peer facilitated collaborative learning:

Micari, Marina, and Pilar Pazos. 2021. “Beyond Grades: Improving College Students’ Social-Cognitive Outcomes in STEM Through a Collaborative Learning Environment.” Learning Environments Research 24 (1): 123–36. https://doi.org/10.1007/s10984-020-09325-y.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode, hosted by Stephen Gyan, features an article from the Journal of Educational Psychology and explores contributing factors of social loafing as a challenge to students' overall engagement in collaborative learning spaces:

Gabelica, Catherine, Sven De Maeyer, and Michaéla C. Schippers. 2022. “Taking a Free Ride: How Team Learning Affects Social Loafing.” Journal of Educational Psychology 114: 716–33. https://doi.org/10.1037/edu0000713.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an article from Accounting Education and explores students' engagement with a team-based learning environment and their acquired skills:

Ainsworth, Judith. 2021. “Team-Based Learning in Professional Writing Courses for Accounting Graduates: Positive Impacts on Student Engagement, Accountability and Satisfaction.” Accounting Education 30 (3): 234–57. https://doi.org/10.1080/09639284.2021.1906720.

This episode was hosted by Haley Turczynski. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode explores team behaviors and characteristics in a case-based collaborative learning course. The episode features a recent study published in the Medical Science Educator.

Kochis, Michael, Daniel Kamin, Barbara Cockrill, and Henrike Besche. 2021. “Understanding and Optimizing Group Dynamics in Case-Based Collaborative Learning.” Medical Science Educator 31 (6): 1779–88. https://doi.org/10.1007/s4 0670-021-01367-y.

This week’s episode defines collaborative projects and assignments, a high-impact practice (HIP), and explores its role in higher education. The episode features one foundational publication on HIPs from the Association of American Colleges and Universities and one recent publication from Change: The Magazine of Higher Learning:

• Kuh, George D., Carol Geary Schneider, & Association of American Colleges and Universities. 2008. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: Association of American Colleges and Universities.
• Kuh, George, Ken O'Donnell, and Carol Geary Schneider. 2017. “Hips at Ten.” Change: The Magazine of Higher Learning 49 (5): 8-16. https://doi.org/10.1080/00091383.2017.1366805. 

The episode was hosted by Marie-Clare Ofoegbu. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from Studies in Higher Education and explores the effects of culturally sensitive curricula on students' engagement and academic interactions:

Thomas, Dave S. P., and Kathleen M. Quinlan. 2023. "Reimagining Curricula: Effects of Cultural (In)Sensitivity of Curricula on Racially Minoritised Students' Engagement." Studies in Higher Education 48 (2): 283-298. https://doi.org/10.1080/03075079.2022.2134332

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from the Journal of Further and Higher Education and examines how relational supports and peer mentors can improve access to university for students from marginalized communities:

McNally, Sinéad, Paul Downes, Laura O’Halloran, Gráinne Kent, and Sandra O’Neill. 2022 "‘The Whole World was Lifted Off Me’: The Importance of Relational Supports and Peer Mentoring for Under-Represented Students Accessing University in Ireland." Journal of Further and Higher Education 46 (10): 1319-1333. https://doi.org/10.1080/0309877X.2022.2075718

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode, hosted by Aly Weaver, is a continuation of the Center's blog post, “Barriers to HURMS Study Abroad Engagement.” Specifically, this episode explores an example of a study abroad program that successfully promoted engagement by historically underrepresented minority students (HURMS) and how to utilize Universal Design to make study abroad more accessible. The episode highlights two publications:

• Johnstone, Christopher, and Paul Edwards. 2020. "Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students with Disabilities." Journal of Studies in International Education. 24 (4): 424-439. https://doi.org/10.1177/1028315319842344
• Smith, D. E., M. O. Smith, K. R. Robbins, N. S. Eash, and F. R. Walker. 2013. “Traditionally Under-Represented Students’ Perceptions of a Study Abroad Experience.” NACTA Journal 57 (3a): 15–20. http://www.jstor.org/stable/nactajournal.57.3a.15

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode, hosted by Elana Gutmann, features an open-access proceedings article that explores three alternatives to studying abroad for students enrolled at Setsunan University in Japan during the global COVID pandemic:

Chu, Curtis, and Yusuke Torii. 2021. “Communicating Across Cultures Online: Introducing and Comparing the Implementation of Three Virtual Study Abroad Programs.” The JACET International Convention Proceedings: The JACET 60th Commemorative International Convention 2021: 57-58. https://www.jacet.org/wp-content/uploads/60th_proceedings_ver3.pdf

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This episode, hosted by Howard Chi, is a continuation of the blog post “Lengths of Study Away Programs.” It features a longitudinal study that compared the educational impact of long-term versus short-term study away:

Coker, Jeffrey Scott, Evan Heiser, and Laura Taylor. 2018. "Student Outcomes Associated with Short-Term and Semester Study Abroad Programs." Frontiers: The Interdisciplinary Journal of Study Abroad 30 (2): 92–105. https://doi.org/10.36366/frontiers.v30i2.414

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This episode, hosted by Vanessa Truelove, features two articles that study the effects of combining elements of high impact practices in order to enhance the study away experience for college students:

• Luxton, India, Rodolfo Valdes-Vasquez, Mehmet Egemen Ozbek, and Laura Thornes. 2022. “High Impact Learning in a Short-Term Study Abroad Program.” Frontiers: The Interdisciplinary Journal of Study Abroad 34 (1): 97-130. https://doi.org/10.36366/frontiers.v34i1.541 [Open Access]
• Wallace, Craig. 2020. “Transformative Learning Abroad for Honors Students: Leveraging High-Impact Practices at Global Partner Institutions.” In Internationalizing Honors: National Collegiate Honors Council Monograph Series, edited by Kim Klein and Mary Kay Mulvaney, pp. 229- 249. Lincoln, NE: National Collegiate Honors Council.

The episode also references:

Moore, Jessie L. 2021. “Key Practices for Fostering Engaged Learning.” Change: The Magazine of Higher Learning 53 (6): 12-18. https://doi.org/10.1080/00091383.2021.1987787

60-Second SoTL is produced by the Center for Engaged Learning at Elon University. 

This week’s episode features an open-access article from Teaching & Learning Inquiry and examines instructors' emotional responses when they give students assessment feedback:

Hill, Jennifer, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, and Susan Smith. 2023. “Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward." Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.6

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from the Journal of Higher Education Policy and Management and examines the perceptions and experiences of students with disabilities regarding work-integrated learning placements:

Dollinger, Mollie, Rachel Finneran, and Rola Ajjawi. 2022. "Exploring the Experiences of Students with Disabilities in Work-Integrated Learning." Journal of Higher Education Policy and Management. https://doi.org/10.1080/1360080X.2022.2129317

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from SoTL in the South and examines what reflection on authentic tasks can illuminate about student learning:

Bester, Johannes, and Erica Pretorius. 2022. "Linking Reflective and Authentic Learning: Encouraging Deeper Learning Experiences in a First-Year Civil Engineering Module at a University in South Africa." Scholarship of Teaching and Learning in the South 6 (3): 108-122.

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from Teaching & Learning Inquiry and examines the long-term feedback literacy outcomes of supplementing written feedback with a student-instructor meeting to discuss student-led action plans for improvement:

Hill, Jennifer, and Harry West. 2022. "Dialogic Feed-Forward in Assessment: Pivotal to Learning but not Unproblematic." Teaching & Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.20

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Featuring an open-access article from the Journal of the Scholarship of Teaching and Learning, this episode explores how feedback type, feedback orientation, and goal orientation inform feedback effectiveness for student learning:

Paulson Gjerde, Kathy, Deborah Skinner, and Margaret Padgett. (2022). "Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness." Journal of the Scholarship of Teaching and Learning 22 (3): 55-75. https://doi.org/10.14434/josotl.v22i3.31866

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an article from the Journal on Excellence in College Teaching and explores how faculty and staff support learning and development when they mentor undergraduate research in global contexts:

Cruz, Laura, Maureen Vandermaas-Peeler, Amy L. Allocco, and Kate Patch. (2022). "Mentoring Undergraduate Research in Global Contexts: Insights From a National Study." Journal on Excellence in College Teaching 33 (4): 21-35.

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from Studies in Higher Education and examines academic and support staff members' experiences supporting low socio-economic status and non-traditional students:

Macqueen, Suzanne, Erica Southgate, and Jill Scevak. (2022). Supporting students from equity groups: experiences of staff and considerations for institutions. Studies in Higher Education. https://doi.org/10.1080/03075079.2022.2137124

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This episode features an open-access article from Assessment & Evaluation in Higher Education and explores feedback encounters as a framework for studying feedback processes:

Jensen, Lasse X., Margaret Bearman, and David Boud. 2022. "Feedback Encounters: Towards a Framework for Analysing and Understanding Feedback Processes." Assessment & Evaluation in Higher Education. https://doi.org/10.1080/07294360.2022.2139359

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This episode features the Nancy Chick Article of the Year for the 2021 volume of Teaching and Learning Inquiry (announced at the 2022 International Society for the Scholarship of Teaching and Learning conference) and examines course-planning and pedagogical principles for teaching race and racial justice:

Bandy, Joe, M. Brielle Harbin, and Amie Thurber. 2021. “Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding.” Teaching and Learning Inquiry 9 (1):117-37. https://doi.org/10.20343/teachlearninqu.9.1.10

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features a recent article from the open access International Journal of Work-Integrated Learning and explores how supervisor and mentor support shape students' outcomes in internship experiences:

Ali, Abdifatah A., Philip Gardner, and Brandy Edmondson. 2022. "Developmental Relationships Matter: Examining the Joint Role of Supervisor Support and Mentor Status on Intern Outcomes." International Journal of Work-Integrated Learning 23 (3): 335-346. IJWIL_23_3_335_346.pdf

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week's episode features a recent open-access article from Studies in Higher Education and explores how engaging in authentic, mentored undergraduate research can contribute to student well-being:

Walkington, Helen, and Belinda Ommering. 2022. "How Does Engaging in Authentic Research at Undergraduate Level Contribute to Student Well-Being? Studies in Higher Education. https://doi.org/10.1080/03075079.2022.2082400

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week's episode features a recent article from the open-access journal, Teaching & Learning Inquiry, and explores instructors' perspectives of challenges to providing effective feedback:

Paris, Brit. 2022. “Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback.” Teaching and Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.3

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week's episode features a recent article from the open-access International Journal for Students as Partners and explores how a group mentorship scheme with students, alumni, and staff supports student learning in a distance education experience:

Foss, Anna M, Sophia Kohler, Sumedh Kulkarni, Natalina Sutton, Mary-Ann Schreiner, Nicolò Saverio Centemero, Grace Mambula, Diederik Lohman, Sarah C Smith, and Rebecca French. 2022. “Triadic Partnerships: Evaluation of a Group Mentorship Scheme.” International Journal for Students As Partners 6 (1): 199-211. https://doi.org/10.15173/ijsap.v6i1.4858.

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week's episode explores Indigenous students' experiences with employability initiatives, including work-integrated learning. The episode features a recent article from the open-access International Journal of Work-Integrated Learning:

Keen, Joel, and Michelle J. Eady. 2022. "Amplifying Indigenous student voice in work-integrated learning." International Journal of Work-Integrated Learning 23 (2): 219-235.

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week's episode features an open-access article from the International Journal for Academic Development, focusing on data-driven reflection on teaching:

Wood, Anna K. Hazel Christie, Jill R. D. MacKay, and George Kinnear. 2022. "Using Data about Classroom Practices to Stimulate Significant Conversations and Aid Reflection. International Journal for Academic Development. https://doi.org/10.1080/1360144X.2022.2103817

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from Teaching and Learning Inquiry about institutional messaging about diversity, inclusion, and equity in higher education and offers a great example of student-as-partners in scholarship of teaching and learning (SoTL) research:

Rankin, Joanna C, Andrew J. Pearl, Trina Jorre de St Jorre, Moriah M. McGrath, Sarah Dyer, Samiah Sheriff, Roberta Armitage, Kerstin Ruediger, Anoushka Jere, Saania Zafar, Shalaine Sedres, and Daania Chaudhary. 2022. “Delving into Institutional Diversity Messaging: A Cross-Institutional Analysis of Student and Faculty Interpretations of Undergraduate Experiences of Equity, Diversity, and Inclusion in University Websites.” Teaching and Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.10

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from SOTL in the South and how the pandemic impacted students' transitions to higher education:

Inglis, Helen, Celeste Combrinck, and Zach Simpson. 2022. "Disrupted Access and Success: Students' Transition to University in the Time of Covid-19." SOTL in the South 6 (2): 53-72. https://doi.org/10.36615/sotls.v6i2.227

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode features an open-access article from Teaching & Learning Inquiry (published by the International Society for the Scholarship of Teaching and Learning) and explores how academic support services could be made more accessible to higher education students:

Bornschlegl, Madeleine, and Nerina Jane Caltabiano. 2022. “Increasing Accessibility to Academic Support in Higher Education for Diverse Student Cohorts.” Teaching & Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.13

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

This week’s episode explores how syllabus design can impact students’ motivation and their perceptions of the course and instructor. The episode features two recent publications from the open-access International Journal for the Scholarship of Teaching and Learning:

• Kaur, Angel W. 2021. “‘Dope Syllabus’: Student Impressions of an Infographic-Style Visual Syllabus.” International Journal for the Scholarship of Teaching and Learning 15 (2): Article 6. https://doi.org/10.20429/ijsotl.2021.150206
• Merchán Tamayo, Jully Paola, Meredith Rocchi, Jenepher Lennox Terrion, and Simon Beaudry. 2022 “First Impressions Matter! An Experiment Comparing Autonomous and Controlling Language in Course Syllabi.” International Journal for the Scholarship of Teaching and Learning 16 (2): Article 7. https://doi.org/10.20429/ijsotl.2022.160207

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.