60-Second SoTL

See our extended show notes at https://www.centerforengagedlearning.org/institutional-diversity-messaging-in-higher-education/.

This week’s episode features an open-access article from Teaching and Learning Inquiry about institutional messaging about diversity, inclusion, and equity in higher education and offers a great example of student-as-partners in scholarship of teaching and learning (SoTL) research:

Rankin, Joanna C, Andrew J. Pearl, Trina Jorre de St Jorre, Moriah M. McGrath, Sarah Dyer, Samiah Sheriff, Roberta Armitage, Kerstin Ruediger, Anoushka Jere, Saania Zafar, Shalaine Sedres, and Daania Chaudhary. 2022. “Delving into Institutional Diversity Messaging: A Cross-Institutional Analysis of Student and Faculty Interpretations of Undergraduate Experiences of Equity, Diversity, and Inclusion in University Websites.” Teaching and Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.10

The episode was hosted 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.

See our extended show notes at https://www.centerforengagedlearning.org/disrupted-access-and-success-students-transition-to-university-during-covid/

This week’s episode features an open-access article from SOTL in the South and how the pandemic impacted students' transitions to higher education:

Inglis, Helen, Celeste Combrinck, and Zach Simpson. 2022. "Disrupted Access and Success: Students' Transition to University in the Time of Covid-19." SOTL in the South 6 (2): 53-72. https://doi.org/10.36615/sotls.v6i2.227

The episode was hosted 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.

See our extended show notes at https://www.centerforengagedlearning.org/increasing-accessibility-to-academic-support-in-higher-education/.

This week’s episode features an open-access article from Teaching & Learning Inquiry (published by the International Society for the Scholarship of Teaching and Learning) and explores how academic support services could be made more accessible to higher education students:

Bornschlegl, Madeleine, and Nerina Jane Caltabiano. 2022. “Increasing Accessibility to Academic Support in Higher Education for Diverse Student Cohorts.” Teaching & Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.13

The episode was hosted 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.

See our extended show notes at https://www.centerforengagedlearning.org/designing-learner-centered-syllabi/

This week’s episode explores how syllabus design can impact students’ motivation and their perceptions of the course and instructor. The episode features two recent publications from the open-access International Journal for the Scholarship of Teaching and Learning:

• Kaur, Angel W. 2021. “‘Dope Syllabus’: Student Impressions of an Infographic-Style Visual Syllabus.” International Journal for the Scholarship of Teaching and Learning 15 (2): Article 6. https://doi.org/10.20429/ijsotl.2021.150206
• Merchán Tamayo, Jully Paola, Meredith Rocchi, Jenepher Lennox Terrion, and Simon Beaudry. 2022 “First Impressions Matter! An Experiment Comparing Autonomous and Controlling Language in Course Syllabi.” International Journal for the Scholarship of Teaching and Learning 16 (2): Article 7. https://doi.org/10.20429/ijsotl.2022.160207

The episode was hosted 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.