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. 10 (2022): Teaching & Learning Inquiry

Published: 2022-01-12

Introduction

Becoming Teaching & Learning Inquiry: Celebrating Our 10th Anniversary

Katarina Mårtensson, Kelly Schrum
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Articles

Fostering Active Learning in an International Joint Classroom: A Case Study

Stefanie Griebel, Angelika Thielsch, Paul Gibson, Tanja Reiffenrath, Timothy Beissinger, Albert Chiteka
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Instructor Perception of Incorporating Active Learning in College of Agriculture Classrooms

Elizabeth Karcher, Daniel Guberman, Emily Bonem, John Lumkes
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Learning Motivation of University Students in Online and Classroom Teaching: Insights from Teaching during Covid-19

Kristof Tomej
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Sense of Place and Belonging: Lessons from the Pandemic

Linda Adler-Kassner, Margarita Safronova, Yasmine Dominguez-Whitehead, Karen Gonzalez, Stephanie Nguyen, Malaphone Phommasa
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Faculty and Student Partnerships in the Scholarship of Teaching and Learning: Evaluation of an Institutional Model

Bruce Moghtader, Adriana Briseño-Garzón, Trish Varao-Sousa, Ido Roll
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Student Perception of a Visual Novel for Fostering Science Process Skills

Michael Wong, Ahmed Al-Arnawoot, Katrina Hass
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Authenticity and Psychological Safety: Building and Encouraging Talent Among Underrepresented Students in STEM

Daphne E. Pedersen, Alena Kubátová, Rebecca B. Simmons
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Supporting High-Achieving Students After Enrolment: Learning from a Qualitative Evaluation of a High Achievers Recognition Scheme

Abbi Flint, Juliette Gaunt, Mark O'Hara
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Navigating Challenges and Teaching Through Lived Experiences as Graduate Student Instructors

Marisa V. Cervantes, Alana R. Inlow
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The Importance of Ending Well: A Virtual Last Class Workshop for Course Evaluation and Evolution

Erin B. Styles, Elizabeth J. Polvi
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Metacognition in Teaching: Using A “Rapid Responses to Learning” Process to Reflect on and Improve Pedagogy

Susan Cox, Kate Jongbloed, Charlyn Black
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Replacing Power with Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences

Melissa Hills, Kim Peacock
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Benefits of Community: Students-as-Partners Work by an Undergraduate Student, a Graduate Student, and a Faculty Member

Anna Piotti, Elizabeth DeFelice, Carrie Jackson
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A Decade in the Making: Examining the Evidence of SoTL Through Promotion and Tenure Artifacts

Ann M. Gansemer-Topf, Sara Marcketti, Paul Hengesteg, Steven A. Freeman
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The People Behind the Publications: Reflections on a Decade of Reviews

Earle Derek Abrahamson
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Letting Go of Grades: Creating an Environment of Autonomy and a Focus on Learning for High Achieving Students

Eric Hall, Kristina Meinking
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Dialogic Feed-Forward in Assessment: Pivotal to Learning but not Unproblematic

Jennifer Hill, Harry West
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Effectively Teaching a Single Course in Multicultural Education to Pre-Service Teachers

Brianna Kennedy, Mark Preston S. Lopez
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Great Introspections: How and Why SoTL Looks Inward

Gary Poole, Nancy Chick
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Motivating Factors for the Transfer of Information Literacy Skills among Undergraduates

Karen Sobel
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Do Young People Really Know How to Collaborate for Common Success? Study on Undergraduate Students’ Perception of Collaborative Work in a Spanish University

Inna Alexeeva-Alexeev, Juan Luis Vidal-Mazon, Julién Brito-Ballester, Roberto Ruiz-Salces, Monica Gracia-Villar, Cristina Mazas-Pérez-Oleaga
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Using Digital Storytelling and Game-Based Learning to Increase Student Engagement and Connect Theory with Practice

Bruce Gillespie
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Increasing Accessibility to Academic Support in Higher Education for Diverse Student Cohorts

Madeleine Bornschlegl, Nerina Jane Caltabiano
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Developing Students’ Intercultural Sensitivity at the Home Campus: An Innovative Approach Using the Theory of the Creative Action Methodology Pedagogy

Jonathan van Melle, Marco Ferreira
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Decoding the Disciplines as a Pedagogy of Teacher Education

Jared McBrady
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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

Joanna C. Rankin, Andrew J. Pearl , Trina Jorre de St Jorre , Moriah McSharry McGrath, Sarah Dyer , Samiah Sheriff, Roberta Armitage , Kerstin Ruediger, Anoushka Jere, Saania Zafar , Shalaine Sedres, Daania Chaudhary
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Examining Course-Level Conceptual Connections Using a Card Sort Task: A Case Study in a First-Year, Interdisciplinary, Earth Science Laboratory Course

Ashley B. Davidson, Christopher J. Addison, James Charbonneau
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Scaffolding Understanding of Scholarly Educational Research Through Teacher/Student Conferencing and Differentiated Instruction

Ghazi M. Ghaith, Ghada M. Awada
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Promoting Critical Thinking and Learning in a Large-Enrolment Humanities Class A Case Study

Kiruthika Ragupathi, Zi Hui Yeo, Hui Chieh Loy
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Audience Matters: Multimodal Projects Across Three International Case Studies

Kelly Schrum, Niall Majury, Anne Laure Simonelli, Sarah Bodgewiecz
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The Effect of Collaborative Learning on Academic Motivation

Chad N. Loes
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Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback

Brit M. Paris
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The Role of Self-Efficacy in the Thesis-Writing Experiences of Undergraduate Honors Students

Ann Medaille, Molly Beisler, Rayla Tokarz, Rosalind Bucy
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Teaching & Learning Inquiry Reviews

[Book Review] Ungrading: Why Rating Students Undermines Learning (and What to do Instead), edited by Susan D. Blum

Corinne A. Green, Conor West, Janine Delahunty
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[Book Review] A Pocket Guide to Online Teaching: Translating the Evidence-Based Model Teaching Criteria, by Aaron Richmond, Regan Gurung, and Guy Boysen

Chris Hakala, Gabrielle Salvatore, Jacob Ames
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[Website Review] Scholarship of Teaching and Learning Created by the Center for Excellence in Teaching and Learning, Kennesaw State University, USA

Ketevan Kupatadze
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