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. 12 (2024): Teaching & Learning Inquiry

Published: 2024-01-29

Introduction

Between Saga and Enterprise: Anchoring Backwards and Striving Forwards

Katarina Mårtensson, Kelly Schrum

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Articles

Enhancing Trust and Embracing Vulnerability in the College Classroom: A Reflection on Ungrading and Co-Creation in Teaching and Learning

Kristina Meinking, Eric Hall

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Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors

Heather Garcia, Mary Ellen Dello Stritto

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Exploring University Teaching Assistants’ Knowledge of the Power of Culturally Responsive Pedagogy

Ximena D. Burgin, Mayra C. Daniel, Sheila S. Coli, Leslie Matuszewich

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The Impact of a Metacognitive Intervention on Student Experiences and Success in an Academic Probation Program for First-Year Students

Holly J. Swanson, Bryan Dewsbury

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Artifacts of Empathy: Cultivating, Identifying, and Assessing Students’ Development and Written Articulations of Empathy in a Community Engagement Course

Stephanie May de Montigny

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Addressing Post-Truth in the Classroom: Towards a Critical Pedagogy

Shan Mohammed, Quinn Grundy, Jessica Bytautas

1–16
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Toward Greater Transparency and Inclusion in Manuscript Review Processes: A Relational Model

Alison Cook-Sather, Ruth L. Healey

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An Exploration of Dialogue to Promote Assessment Feedback Literacy

Precious Akponah, Hela Hassen, Matthew Higgins

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Evaluating Universal Design for Learning and Active Learning Strategies in Biology Open Educational Resources (OERs)

Krista Wojdak, Michelle K. Smith, Hayley Orndorf, Marie Louise Ramirez

1–22
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Unlocking the Potential in a Gamification-Based MOOC: Assessing Autonomous Learning and Self-Directed Learning Behaviors

Joko Slamet, Yazid Basthomi, Francisca Maria Ivone, Evi Eliyanah

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Information Architecture Strategies in the Classroom: How Do Increasingly Complex Digital Ecosystems in Higher Education Shape the Contours of Instructor-Student Communication?

Michael Lahey

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University Students’ Perceptions of a 30-Minute Break During Class: A Realistic Practice for Wellness?

Shannon Kell

1-30
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The Pedagogical Use of Didactic Classes for Teaching Cognitive Psychology

Jens Koed Madsen, Nicole Lauren George, Andreia Cury Fernandes

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Exploring Social Justice Through Art in a Community Health Nursing Course

Aliyah Dosani, Jocelyn Lehman, Alexander Cuncannon

1–27
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The Impacts of an Academic Intervention Based in Metacognition on Academic Performance

Holly J. Swanson, Adelola Ojutiku, Bryan Dewsbury

1–19
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Innovating Interdisciplinarity in Higher Education: Exploring the Impact of a Grassroots Community of Practice

Maria Azucena Gutierrez Gonzalez, Caitlin Mandeville, Ferne Edwards, Paula Rice

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Defining Immersive Learning

Phillip Motley, Beth Archer-Kuhn, Catharine Dishke Hondzel, Jennifer Dobbs-Oates, Michelle Eady, Janel Seeley, Rosemary Tyrrell

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Participatory and Place-Based Socioeconomic Knowledge Generation: An Experience in Community-Based Research Pedagogy

Jessica Palka

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Seat Selection as a Function of Cultural and Individual Differences: Insights from Undergraduate Students in China

Lu Kehan, Amrita Kaur, Zhou Yu, He Yuzhen, Huang Yuchong, Zhan Yinuo, Mohammad Noman

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Global Challenges: Engaging Undergraduates in Project-Based Learning Online

Gail Matthews-DeNatale, Laurie Poklop, Rachel Plews, Mary English

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“Success was Actually Having Learned:” University Student Perceptions of Ungrading

Amy A. Hasinoff, Wendy Bolyard, Dennis DeBay, Joanna C. Dunlap, Annika C. Mosier, Elizabeth Pugliano

1–22
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Design Thinking in Higher Education: Opportunities and Challenges for Decolonized Learning

Danielle Lake, Wen Guo, Elizabeth Chen, Jacqui McLaughlin

1–22
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Whose Knowledge is it Anyway? Epistemic Injustice and the Supervisor/Supervisee Relationship

Katy Dineen, Sarah Thelen, Anna Santucci

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From Private to Public: Using Authentic Audiences to Support Undergraduate Students’ Learning and Engagement

Erica R. Hamilton, Mihyun Han

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SoTL in Process

Preparing Educators and Students at Higher Education Institutions for an AI-Driven World

Jamie Magrill, Barry Magrill

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Using Infographics to Go Public with SoTL

Bryn Keogh, Lorelli Nowell, Eleftheria Laios, Lisa McKendrick-Calder, Whitney Lucas Molitor, Kerry Wilbur

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Special Section: Trust

Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching

Kathryn A. Sutherland, Rachel Forsyth, Peter Felten

1–15
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Teaching & Learning Inquiry Reviews

[Book Review]: The Pernicious PhD Supervisor by Tara Brabazon

Joshua Wang

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