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

1-4
- PDF

Articles

Moving From “Good” to “Great” SoTL: The Importance of Describing Your Research Epistemological and Ontological Traditions in Your SoTL Scholarship

Melanie Hamilton, Brett McCollum

1–15
- PDF
Exam Experiences, Motivational Beliefs, and Belonging in First-Year University Physics Students: Insights from the COVID-19 Pandemic

Jessie Durk, Amy Smith, Nabihah Rahman, Rebekah Christie

1–19
- PDF
Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors

Heather Garcia, Mary Ellen Dello Stritto

1–20
- PDF
Exploring University Teaching Assistants’ Knowledge of the Power of Culturally Responsive Pedagogy

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

1–18
- PDF
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

1–19
- PDF
Artifacts of Empathy: Cultivating, Identifying, and Assessing Students’ Development and Written Articulations of Empathy in a Community Engagement Course

Stephanie May de Montigny

1–19
- PDF
Addressing Post-Truth in the Classroom: Towards a Critical Pedagogy

Shan Mohammed, Quinn Grundy, Jessica Bytautas

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

Alison Cook-Sather, Ruth L. Healey

1–23
- PDF
An Exploration of Dialogue to Promote Assessment Feedback Literacy

Precious Akponah, Hela Hassen, Matthew Higgins

1–19
- PDF
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
- PDF
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

1–20
- PDF
Information Architecture Strategies in the Classroom: How Do Increasingly Complex Digital Ecosystems in Higher Education Shape the Contours of Instructor-Student Communication?

Michael Lahey

1–16
- PDF
University Students’ Perceptions of a 30-Minute Break During Class: A Realistic Practice for Wellness?

Shannon Kell

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

Jens Koed Madsen, Nicole Lauren George, Andreia Cury Fernandes

1-16
- PDF
Exploring Social Justice Through Art in a Community Health Nursing Course

Aliyah Dosani, Jocelyn Lehman, Alexander Cuncannon

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

Holly J. Swanson, Adelola Ojutiku, Bryan Dewsbury

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

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

1–17
- PDF
Defining Immersive Learning

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

1–25
- PDF
Participatory and Place-Based Socioeconomic Knowledge Generation: An Experience in Community-Based Research Pedagogy

Jessica Palka

1–26
- PDF
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

1–22
- PDF
Global Challenges: Engaging Undergraduates in Project-Based Learning Online

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

1–23
- PDF
“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
- PDF
Design Thinking in Higher Education: Opportunities and Challenges for Decolonized Learning

Danielle Lake, Wen Guo, Elizabeth Chen, Jacqui McLaughlin

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

Katy Dineen, Sarah Thelen, Anna Santucci

1–13
- PDF
From Private to Public: Using Authentic Audiences to Support Undergraduate Students’ Learning and Engagement

Erica R. Hamilton, Mihyun Han

1–25
- PDF

SoTL in Process

Critical Thinking in the Humanities: An Exploration of Student Perspectives

Vincent C. A. Crone, Merel van Goch

1–10
- PDF
Preparing Educators and Students at Higher Education Institutions for an AI-Driven World

Jamie Magrill, Barry Magrill

1–9
- PDF
Using Infographics to Go Public with SoTL

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

1–10
- PDF

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

Kristina Meinking, Eric Hall

1-15
- PDF

Teaching & Learning Inquiry Reviews

[Book Review] Hope Circuits: Rewiring Universities and Other Organizations for Human Flourishing by Jessica Riddell

Earle Abrahamson

1–3
- PDF
[Book Review]: The Pernicious PhD Supervisor by Tara Brabazon

Joshua Wang

1-4
- PDF

View All Issues