Vol. 14 (2026): Teaching & Learning Inquiry

Published: 2026-01-22

Introduction

Born Through Us: SoTL and the Changing Landscapes of Inquiry

Earle Abrahamson, Jessie L. Moore

1–4
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Articles

“It Honestly Made Me Want to Work Harder”: Student Evaluation of Using Ungrading in an Online Asynchronous Course

Kerstin Gerst Emerson

1–15
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Students as (Intergenerational) Partners: Considering Time in the 4M Framework

Kelsey Harvey; Katherine R. Cooper; Stephanie Hatzifilalithis, Elisa Do, Julia Cerminara, Jacob Krone

1–17
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Balanced Test Reflections

Cristen Dutcher

1–17
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From Identity Exploration to Future Planning: Empowering Students for Success

Wan-Chen Hsu

1–18
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Exploring GenAI’s Potential Contributions as a Partner in SoTL Research: The Practice Model

Janice Miller-Young, Lauren Hays, Brett McCollum

1–19
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The Mediating Role of Learning Strategies in the Relationship between Cognitive Flexibility and Reflective Thinking among Pre-Service Teachers: A Path Analysis Approach

Tasaduk Musood, Birender Kaur

1–15
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SoTL in Process

The Use of Learning Contracts as Potential Equity Blueprints in Undergraduate Research Mentorship

Jill M. McSweeney, Eric E. Hall

1–10
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Special Section: Work-Integrated Learning

Scholarship of Teaching and Learning on Work-Integrated Learning: International and Multi-Institutional Research

CJ Eubanks Fleming, T. Judene Pretti, Annelise Weaver, Gianna Smurro

1–10
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Six Essential Elements of High-Quality Work-Integrated Learning Experiences: A Thematic Analysis of Students’ Voices

David Drewery, Michelle J. Eady, Wincy Li

1–16
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What Does “Work” Mean to First-Generation Students? Emerging Identities in WIL Narratives

Christine Kampen Robinson, Neil Baird, Mariko Izumi, Tim Diette

1–17
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Exploring Belongingness during Work-Integrated Learning for Healthcare Students in International Settings: The BeWIL Study

Deborah A O'Connor, Leah M. Stade, Cassidy Johnson, Simone Regnier, Molly A. Whitlow

1–19
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Faculty Willingness and Ability to Engage with Work-Integrated Learning (WIL): Piloting the Faculty Engagement Model in the WIL Sphere

CJ Eubanks Fleming, Letitia Henville, Catherine Wilson, Kristin Geraty, Denyse Lafrance Horning

1–15
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Student and Supervisor Perceptions of Effective Placement Supervision in Work-Integrated Learning Programs: A Systematic Literature Review

Rachael Hains-Wesson, Anne-Marie Fannon , Borghild Brekke Hauglid , Jennifer Graham, Idris Ademuyiwa

1–21
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Posters

The AssessWell Plate: Creating A Modern, Balanced Assessment Diet for Students and Staff

Alison Calvert, Kieran Higgins

1–1
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