Teaching and Learning Inquiry

About the Journal

Teaching & Learning Inquiry is the open access journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL). TLI publishes peer-reviewed scholarship of teaching and learning (SoTL) research in higher education across disciplinary, institutional, and geographical contexts.

Current Issue

Vol. 11 (2023): Teaching & Learning Inquiry

Published: 2023-01-16

Introduction

Growing SoTL—Embracing Diversity, Messiness, and Complexity

Kelly Schrum, Katarina Mårtensson
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Articles

Using Scenarios to Explore the Complexity of Student-Faculty Partnership

Cherie Woolmer, Nattalia Godbold, Isabel Treanor, Natalie McCray, Ketevan Kupatadze, Peter Felten, Catherine Bovill
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Defining Active Learning: A Restricted Systematic Review

Peter Doolittle, Krista Wojdak, Amanda Walters
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The Myth of the 50-Minute Epiphany: #MeToo and Implications for Teaching

Emily Russell, Nolan Kline, Amy I. McClure, Steven W. Schoen, Nancy L. Chick
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Scaffolding Critical Reading

Paul T. Corrigan
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A Didactics of Cultural Readings

Mikkel Jensen
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Participation in Higher Education Classroom Discussions: How Students’ Identities Influence Perspective Taking and Engagement

Crystena Parker-Shandal
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Challenges of Shaping Student Study Strategies for Success: Replication and Extension

Trent W. Maurer, Emily Cabay
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Is Discussing Identity More Important Than Shared Identity To Student-Staff Relationship Building?

Catherine Bovill, Ashton Croft, Caroline Dean Glover, Peter Felten
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Teaching the Inevitable: Embracing a Pedagogy of Failure

Lydia E. Eckstein, Amelia B. Finaret, Lisa B. Whitenack
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Incorporating Arts-Based Pedagogy: Moving Beyond Traditional Approaches to Teaching Qualitative Research

Rhia Moreno, Kate Hobgood Guthrie, Katie Strickland
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Reimagining the 4M Framework in Educational Development for SoTL

Mandy Frake-Mistak, Jennifer Friberg, Melanie Hamilton
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The Good, the Bad, and the Pandemic: An Intra-Group Approach to Exploring Students’ Experiences with Collaborative Learning During COVID-19

Ella Anghel
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Developing and Assessing Respect for Human Dignity in College Students

Lauren F. V. Scharff, Michelle A. Butler Samuels
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“A Group of People to Lean On and Learn From”: Graduate Teaching Assistant Experiences in a Pedagogy-Focused Community of Practice

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

Nolan N. Bett, Costanza Piccolo, Nathan D. Roberson, A. James Charbonneau, Christopher J. Addison
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A Constellation Model for Mentoring Undergraduates During COVID-19

Maureen Vandermaas-Peeler, Jessie L. Moore, Amy Allocco
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The Morphology of the SoTL Article: New Possibilities for the Stories that SoTL Scholars Tell About Teaching and Learning

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

Mellisa Holtzman, Ellen Whitehead, Ayrlia Welch
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Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward

Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith
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Searching the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective Part 1

Mick Healey, Ruth L. Healey
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Reviewing the Literature on Scholarship of Teaching and Learning (SoTL): An Academic Literacies Perspective Part 2

Mick Healey, Ruth L. Healey
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EdVee: A Visual Diagnostic and Course Design Tool for Constructive Alignment

Dan Trowsdale, Alison McKay
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A Pedagogy of Slow: Integrating Experiences of Physical and Virtual Gallery Spaces to Foster Critical Engagement in SoTL

Briony Supple, James G. R. Cronin
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SoTL in Process

More Hawk, Less Seagull: The Importance of Community-Led SoTL Research

Michelle J. Eady, J. Michael Rifenburg
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Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

Peter Felten, Rachel Forsyth, Kathryn A. Sutherland
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