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 staff, and doctoral teaching assistants:

Brown, Karin, Sara Petchey, Katarina Mårtensson, and Kai Niebert. 2025. “Self-Identified Learning Needs of University Teachers: Recommendations for Generic and Role-Based Professional Development.” International Journal for Academic Development, September, 1–14. https://doi.org/10.1080/1360144X.2025.2553193

The episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Feedback image in episode art by Freepik.

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 Long Do Students Actually Need?”. Teaching and Learning Inquiry 13 (July):1–11. https://doi.org/10.20343/teachlearninqu.13.35.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Multiple-choice test image in episode art by Freepik

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.” Teaching and Learning Inquiry 13 (January): 1–19. https://doi.org/10.20343/teachlearninqu.13.7

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Feedback image in episode art by rawpixel.com on Freepik

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 Thinking.” Teaching and Learning Inquiry 13 (August): 1–17. https://doi.org/10.20343/teachlearninqu.13.38.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Online meeting image in episode art by DC Studio on Freepik.

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 Strategies on University Students’ Disruptive Phone Usage in Calculus.” Teaching and Learning Inquiry 13 (August):1–16. https://doi.org/10.20343/teachlearninqu.13.39

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric at Elon University.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Cell phone image in episode art by wayhomestudio on Freepik.

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 Soong Swee Kit. 2025. “What Is the Role of Trust in Peer Support Schemes for Underrepresented Students?” Teaching and Learning Inquiry 13 (January): 1–16. https://doi.org/10.20343/teachlearninqu.13.8.

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: "Keep Going" by AudioCoffee

Photo in episode art by Christina @ wocintechchat.com on Unsplash

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 Student Experiences and Success in an Academic Probation Program for First-Year Students." Teaching & Learning Inquiry 12. https://doi.org/10.20343/teachlearninqu.12.26

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University. The photo in the featured image for this episode is by Compare Fibre on Unsplash.

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: Defining and Illustrating a New Reality.” Adult Learning 31 (3): 95–108. https://doi.org/10.1177/1045159519892680. 

This episode was hosted by Stephanie Matte, Graduate Apprentice for the Kernodle Center for Civic Life at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

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.” Journal of Educational Research and Practice 11 (1). https://doi.org/10.5590/JERAP.2021.11.1.32. 

This episode was hosted by Stephanie Matte, Graduate Apprentice for the Kernodle Center for Civic Life at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

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 Across Student Identities and Modes of Instruction.” Journal of The First-Year Experience & Students in Transition 34 (2): 27–46.

This episode was hosted by Emma Calhoun, Graduate Apprentice for the Odyssey Program in the Center for Access and Success at Elon University. The episode was edited and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.