60-Second SoTL

See our full episode notes at https://www.centerforengagedlearning.org/students-experiences-with-the-syllabus/ . What if most syllabus “best practices” are built on limited evidence or studies with inauthentic contexts for how students experience these course documents? This episode features on open-access article that explores what students tell us about the syllabi they’re actually encountering...

See our full episode notes at: https://www.centerforengagedlearning.org/re-thinking-sotl-for-the-age-of-genai/ How might the Scholarship of Teaching and Learning evolve when humans and generative AI are deeply entangled? This episode highlights an open-access article that offers five propositions, each paired with GenAI prompts, to help SoTL scholars experiment with context-aware approaches to inq...

Access our full episode notes at https://www.centerforengagedlearning.org/knowledge-surveys-for-student-self-assessment-of-learning/ . How can knowledge surveys strengthen students’ self-assessment and metacognition? This episode highlights a multi-semester study from the U.S. Air Force Academy on using knowledge surveys to help students better gauge their understanding and direct their learning....

See our extended episode notes at https://www.centerforengagedlearning.org/professional-learning-needs-of-university-teachers/ What do university teachers say they need from professional development related to teaching and learning? This episode focuses on an open-access article on participants' self-identified learning needs in a professional development program for professors, senior scientific...

Extended notes for this episode are available at https://www.centerforengagedlearning.org/allocating-time-for-multiple-choice-tests/ How much time should students have to take online, multiple-choice tests? That’s the focus of the open-access Teaching & Learning Inquiry article featured in this week’s 60-second SoTL: Kennette, Lynne N., and Dawn McGuckin. 2025. “Best Practice for Online Tests: How...

See our full episode notes at https://www.centerforengagedlearning.org/building-trust-through-feedback/ . This episode features an open access article on building trust through feedback with relationship-building conditions and agency-promoting practices: Bayraktar, Breana, Kiruthika Ragupathi, and Katherine A. Troyer. 2025. “Building Trust Through Feedback: A Conceptual Framework for Educators.” ...

See the full episode notes at https://www.centerforengagedlearning.org/class-size-and-students-perceptions-of-instructor-presence/. This episode features an open access article exploring how class size impacts university students' perceptions of instructor presence in online courses: Carozza, Linda, and Hilary Davis. 2025. “Large Online Courses: A Constraint on Instructor Presence and Higher-Level...

See our full episode notes at https://www.centerforengagedlearning.org/classroom-architecture-pedagogical-strategies-and-cell-phone-use/ This episode features an open access article exploring how classroom architecture and instructor pedagogical strategies impact students' cell phone use in class: Harris, Isabel, and Melinda Lanius. 2025. “The Impact of Classroom Architecture and Pedagogical Strat...

See our full episode notes at https://www.centerforengagedlearning.org/the-role-of-trust-in-peer-support-programs/ . This episode features an open access article exploring how peer support initiatives can facilitate meaningful relationships and sense of belonging when they attend to social connection, shared experience and culture, and interpersonal trust: Hamshire, Claire, Mimi Benjamin, and Alan...

See our extended episode notes at https://www.centerforengagedlearning.org/metacognitive-intervention-and-student-success/ . This week’s episode focuses on a metacognitive intervention for first-year students on academic probation and features an open access article from  Teaching & Learning Inquiry : Swanson, Holly J., and Bryan Dewsbury. 2024. "The Impact of a Metacognitive Intervention on Stude...

See extended episode notes at https://www.centerforengagedlearning.org/online-students-and-the-first-year-experience/ . This week’s episode, hosted by Stephanie Matte, focuses on the first-year experiences of college students studying online and features an article from Adult Learning: Korstange, Ryan, Jeff Hall, Jamie Holcomb, and Jasmeial Jackson. 2020. “The Online First-Year Experience: Definin...

View our extended episode notes at https://www.centerforengagedlearning.org/international-students-and-the-first-year-experience/ This week’s episode focuses on the impact of first-year experiences on international students' retention and graduation: Rust, Dylan, and Raghvendra Singh. 2022. “First-Year Experience Course Impact on Undergraduate International Student Retention and Graduation.” Journ...

View extended episode notes at https://www.centerforengagedlearning.org/historically-marginalized-students-and-the-first-year-experience/ . This week’s episode explores a recent article about sense of community in first-year seminars: Metzger, Kelsey J., Jake Wright, Robert M. Erdmann, Bronson Lemer, and Rachel L. Olson. 2022. “Mileage May Vary: How Sense of Community in First-Year Seminars Varies...

See our extended episode notes at https://www.centerforengagedlearning.org/mentoring-across-the-first-year-experience/ This week’s episode explores the value of peer-mentorship programs for first-year university students: Tsang, Art. 2023. “The Value of a Semi-Formal Peer Mentorship Program for First-Year Students’ Studies, Socialization and Adaptation.” Active Learning in Higher Education 24 (2):...

See our extended episode notes at https://www.centerforengagedlearning.org/defining-success-in-a-first-year-seminar/ . This week’s episode focuses on a study of first-year seminars' impact on common measures of student success in higher education: Shi, Qingmin, John R Crooker, Christina R Drum, and Brent M Drake. 2021. “Investigation of the Effect of First-Year Seminars on Student Success.” Journa...

View extended episode notes at https://www.centerforengagedlearning.org/significant-benefits-of-the-first-year-experience/ . This week's episode focuses on an open-access article about beneficial outcomes of first-year seminars: Das, Rajeeb, Erika Schmitt, and Michael T. Stephenson. 2024. “A Quasiexperimental Analysis of First-Year Seminar Outcomes at a Large University.” Journal of College Studen...

See our extended episode notes at https://www.centerforengagedlearning.org/incorporating-multiple-dimensions-in-the-first-year-experience/ . This episode features on open-access article on service-learning and leadership development in first-year seminars: Krsmanovic, Masha. 2022. “Fostering Service-Learning and Leadership Development through First-Year Seminar Courses.” Journal of Service-Learnin...

See our extended episode notes at https://www.centerforengagedlearning.org/what-is-a-first-year-experience/ . This episode highlights two articles that explore first-year experiences and what makes them high-impact: Barefoot, Betsy O. 2000. “The First-Year Experience: Are We Making It Any Better?” About Campus 4 (6): 12–18. https://doi.org/10.1177/108648220000400604 .  Kuh, George, Ken O’Donnell,...

View our extended episode notes at https://www.centerforengagedlearning.org/measuring-what-learners-do-with-feedback/ . This episode shares an open-access article from Assessment & Evaluation in Higher Education  and explores how to measure feedback literacy in higher education: Dawson, Phillip, Zi Yan, Anastasiya Lipnevich, Joanna Tai, David Boud, and Paige Mahoney. 2023. "Measuring What Learners...

View our extended episode notes at https://www.centerforengagedlearning.org/using-scenarios-to-explore-student-faculty-partnership/ . This episode shares an article from the open-access journal,  Teaching & Learning Inquiry,  and explores how role-play scenarios facilitate reflection on the complexities of student-faculty partnership: Woolmer, Cherie, Nattalia Godbold, Isabel Treanor, Natalie McCr...

See our extended episode notes at Mentoring Undergraduate Research in Global Contexts - Center for Engaged Learning This week’s episode shares an open-access article from  New Directions in Teaching and Learning  and examines how U.S.-based higher education institutions support mentoring of undergraduate research in global contexts: Cruz, Laura, Maureen Vandermaas-Peeler, Eric E. Hall, Amy L. Allo...

See our extended episode notes at: https://www.centerforengagedlearning.org/shaping-student-study-strategies/ This week’s episode shares an open-access article from  Teaching & Learning Inquiry  and examines how in-class interventions might influence students study strategies: Maurer, Trent W., and Emily Cabay. 2023. “Challenges of Shaping Student Study Strategies for Success: Replication and Exte...

See our extended episode notes at https://www.centerforengagedlearning.org/teaching-arts-based-analysis/ . This week's episode shares an open-access article from Teaching & Learning Inquiry and explores arts-based data analysis and a strategy for teaching it to emerging researchers: Moreno, Rhia, Kate Hobgood Guthrie, and Katie Strickland. 2023. “Incorporating Arts-Based Pedagogy: Moving Beyond Tr...

View extended notes for this episode at https://www.centerforengagedlearning.org/lifelong-learners-successful-work-adjustment/ . This week’s episode features an open access article from the  International Journal of Work-Integrated Learning and explores how characteristics of lifelong learning inform work-integrated learning students' work adjustment at co-op sites: Drewery, David, and Judene Pret...

View extended episode notes at https://www.centerforengagedlearning.org/developing-students-metacognition-through-peer-education/ . This week’s episode features an open access article from the International Journal for Academic Development  and explores how professional development on metacognition informs the practices of peer educators: Wass, Rob Tracy Rogers, Kim Brown, Kelby Smith-Han, Jacquel...