60-Second SoTL

See our extended episode notes at https://www.centerforengagedlearning.org/studying-the-growth-and-influence-of-sotl/ . In this episode of 60-Second SoTL, Jessie explores Duane Knudson’s bibliometric study of SoTL publications, which documents the field’s growth and influence based on citations in 5 databases indexing peer-reviewed publications: Knudson, Duane. 2026. "Growth and Influence of Schol...

See our extended episode notes at: https://www.centerforengagedlearning.org/leading-sotl-from-the-margins/ How can the scholarship of teaching and learning (SoTL) grow when inquiry on teaching and learning isn't recognized or valued within an institution? This episode features an open-access chapter on cultivating SoTL in institutional contexts where teaching is often undervalued compared to disci...

View our extended episode notes at: https://www.centerforengagedlearning.org/what-students-value-in-college/ . What do students value most in college? This episode features an open-access report on a national survey of 872 undergraduate students about the college experiences they value: Humphrey, Dana, and Ashley Finley. 2026. What Students Value in College . LearningWell Coalition, AAC&U, and Mor...

See our full episode notes at: https://www.centerforengagedlearning.org/sit-spot-mindfulness/ . Can an outdoor mindfulness practice help college students feel more connected, less stressed, and more engaged in learning? This episode features an open-access article exploring how a repeated nature-based mindfulness practice influenced college students’ wellbeing and learning: Bitting, Kelsey S., Jil...

What is the future of feedback in higher education in the age of GenAI? This episode features an open-access article that posits four key values for integrating GenAI feedback into care-full feedback encounters: Winstone, Naomi E., Karen Gravett, Margaret Bearman, Christy Noble, Lasse X Jensen, Anna Jones, and Kelli Nicola Richmond. 2026. “The Care-full Craft of Feedback in an Age of Generative AI...

See our full episode notes at https://www.centerforengagedlearning.org/strengthening-sotl-ecosystems/ . What happens when teaching-focused faculty experience SoTL as a collaborative scholarly community rather than isolated work? This episode showcases an article exploring how cohorted educational development can strengthen SoTL ecosystems. The authors reflect on how how attending ISSOTL 2024 toget...

See our extended episode notes at https://www.centerforengagedlearning.org/a-sotl-mindset/ . What does it mean to approach teaching and learning research with a true SoTL mindset—one grounded not in certainty, but in curiosity and humility? This episode features an article on five moves for thinking, doing, and being in SoTL. The essay appears in the inaugural issue of  SoTL Africa , an open-acces...

See our extended episode notes at https://www.centerforengagedlearning.org/grand-challenges-of-sotl-in-africa/ . What does it take to foster sustainable and contextually meaningful Scholarship of Teaching and Learning, especially in regions facing systemic challenges? This episode features an essay about supporting SoTL in African higher education. The essay appears in the inaugural issue of SoTL...

See our full episode notes at https://www.centerforengagedlearning.org/belongingness-during-work-integrated-learning-for-healthcare-students/ What helps students feel like they truly belong in professional learning environments? This episode showcases an open-access article about the BeWIL study, a survey of healthcare students engaged in work-integrated learing (WIL) in the United States and the...

See our full episode notes at https://www.centerforengagedlearning.org/effective-placement-supervision-in-work-integrated-learning/ What makes work-integrated learning placements truly effective—for students and for supervisors? This episode showcases an open-access article reporting on a systematic literature review of published research on students’ and supervisors’ perceptions of work-integrate...

See our full episode notes at https://www.centerforengagedlearning.org/student-perspectives-on-high-quality-work-integrated-learning/ What makes a work-integrated learning (WIL) experience truly high quality—from students’ perspectives? This episode showcases an open-access article on elements that students identify as essential to high-quality WIL. The article is part of a special section, publis...

View our full episode notes at https://www.centerforengagedlearning.org/faculty-engagement-with-work-integrated-learning/ What factors inform faculty engagement in work-integrated learning (WIL) activities like internships, co-ops, and field placements? This episode showcases an open-access article on factors that inform faculty engagement with WIL. The article is part of a special section, publis...

See our full episode notes at: https://www.centerforengagedlearning.org/first-generation-students-workviews/ What does “work” really mean to first-generation college students—and how might those meanings shape their experiences in work-integrated learning? This episode features an open-access article about how students define work—and how those definitions are shaped by identity, experience, and c...

See our full episode notes at https://www.centerforengagedlearning.org/empowering-students-future-planning-for-success/ How can we help students move toward more intentional future planning for who they want to become? This episode features an open-access article about supporting post-secondary students’ identity exploration, intrinsic motivation, and future planning: Hsu, Wan-Chen. 2026. “From Id...

See our full episode notes at https://www.centerforengagedlearning.org/exploring-genais-potential-as-a-sotl-partner/ . What might it look like to treat generative AI as a partner in scholarship of teaching and learning? This episode features an open-access article that examines how SoTL scholars can integrate large language models—tools like ChatGPT, Claude, and Copilot—into research in ways that...

See our full episode notes at: Can ungrading work in a fully asynchronous online course? This episode features an open-access article that examines how an alternative grading approach shaped students’ motivation, stress, and learning in a fully online course: Emerson, Kerstin Gerst. 2026. “‘It Honestly Made Me Want to Work Harder’: Student Evaluation of Using Ungrading in an Online Asynchronous Co...

View our full episode notes at https://www.centerforengagedlearning.org/learning-contracts-as-equity-blueprints-in-undergraduate-research-mentoring/ How can learning contracts support more equitable undergraduate research mentoring? This episode features an open-access article that explores how learning contracts can operationalize equity in undergraduate research mentoring by centering shared exp...

See our full episode notes at: https://www.centerforengagedlearning.org/considering-time-in-students-as-partners/ How does time —including age, career stage, and historical moments—shape students-as-partners work in higher education? And what do we miss when we don’t explicitly account for it? This episode features a secondary qualitative analysis drawing on three prior case studies connected to S...

See our full episode notes at https://www.centerforengagedlearning.org/the-agility-imperative-for-career-readiness/ . What do employers actually think about higher education’s role in preparing students for an uncertain future? This episode features the latest employer report from the American Association of Colleges and Universities: Finley, Ashley. 2025. The Agility Imperative: How Employers Vie...

See our full episode notes at https://www.centerforengagedlearning.org/student-engagement-with-genai-brainstorming/ . How can generative AI support student brainstorming without replacing thinking, voice, or agency? This episode highlights an open-access article about a GenAI-enabled brainstorming app used in an interdisciplinary writing course: Chia, Joanne, and Angela Frattarola. 2025. “A Design...

See our full episode notes at: https://www.centerforengagedlearning.org/student-project-ownership-in-vertically-integrated-projects/ How can Vertically Integrated Projects—VIPs—be designed so students don’t just participate in research, but feel genuine ownership of it? This episode features an article that explores how a biology VIP courses supported undergraduates in developing project ownership...

See our full episode notes at: https://www.centerforengagedlearning.org/re-imagining-an-exam-as-a-podcast/ What happens when you re-imagine a high-stakes exam— not as an essay, but as a podcast? This episode highlights an open-access article that explores decolonizing assessment with alt-assessment strategies. Read the full article: Godsell, Sarah. 2025. “Decolonial Impulses for Assessment: Re-Ima...

See our full episode notes at: https://www.centerforengagedlearning.org/navigating-sotl-alongside-discipline-based-research/ How do academics decide whether—and how—to engage in the Scholarship of Teaching and Learning, especially when time is limited and institutional reward structures still privilege disciplinary research? This episode highlights an open-access article that explores this questio...

See our full episode notes at: https://www.centerforengagedlearning.org/multi-semester-undergraduate-research-experiences/ What challenges do students encounter in a multi-semester, capstone undergraduate research experience, and what supports do they need to navigate those challenges? This episode highlights an open-access article that examines STEM graduates’ reflections on a three-semester caps...

View our extended episode notes at https://www.centerforengagedlearning.org/generative-ai-and-the-future-of-the-scholarship-of-teaching-and-learning/ . How might generative AI reshape course design, faculty development, and the scholarship of teaching and learning? This episode highlights an open-access article that poses three questions about advocating for human-centered teaching and learning in...