60-Second SoTL

See the extended show notes for this episode at https://www.centerforengagedlearning.org/relational-supports-and-peer-mentoring-for-under-represented-students/.

This week’s episode features an open-access article from the Journal of Further and Higher Education and examines how relational supports and peer mentors can improve access to university for students from marginalized communities:

McNally, Sinéad, Paul Downes, Laura O’Halloran, Gráinne Kent, and Sandra O’Neill. 2022 "‘The Whole World was Lifted Off Me’: The Importance of Relational Supports and Peer Mentoring for Under-Represented Students Accessing University in Ireland." Journal of Further and Higher Education 46 (10): 1319-1333. https://doi.org/10.1080/0309877X.2022.2075718

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

See our extended show notes at https://www.centerforengagedlearning.org/breaking-barriers-and-advancing-hurms-study-abroad-engagement/.

This week’s episode, hosted by Aly Weaver, is a continuation of the Center's blog post, “Barriers to HURMS Study Abroad Engagement.” Specifically, this episode explores an example of a study abroad program that successfully promoted engagement by historically underrepresented minority students (HURMS) and how to utilize Universal Design to make study abroad more accessible. The episode highlights two publications:

• Johnstone, Christopher, and Paul Edwards. 2020. "Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students with Disabilities." Journal of Studies in International Education. 24 (4): 424-439. https://doi.org/10.1177/1028315319842344
• Smith, D. E., M. O. Smith, K. R. Robbins, N. S. Eash, and F. R. Walker. 2013. “Traditionally Under-Represented Students’ Perceptions of a Study Abroad Experience.” NACTA Journal 57 (3a): 15–20. http://www.jstor.org/stable/nactajournal.57.3a.15

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

See our extended show notes at: https://www.centerforengagedlearning.org/alternatives-to-studying-abroad-during-the-covid-19-pandemic/

This week’s episode, hosted by Elana Gutmann, features an open-access proceedings article that explores three alternatives to studying abroad for students enrolled at Setsunan University in Japan during the global COVID pandemic:

Chu, Curtis, and Yusuke Torii. 2021. “Communicating Across Cultures Online: Introducing and Comparing the Implementation of Three Virtual Study Abroad Programs.” The JACET International Convention Proceedings: The JACET 60th Commemorative International Convention 2021: 57-58. https://www.jacet.org/wp-content/uploads/60th_proceedings_ver3.pdf

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

See our extended show notes at https://www.centerforengagedlearning.org/comparing-impacts-of-long-term-versus-short-term-study-away/.

This episode, hosted by Howard Chi, is a continuation of the blog post “Lengths of Study Away Programs.” It features a longitudinal study that compared the educational impact of long-term versus short-term study away:

Coker, Jeffrey Scott, Evan Heiser, and Laura Taylor. 2018. "Student Outcomes Associated with Short-Term and Semester Study Abroad Programs." Frontiers: The Interdisciplinary Journal of Study Abroad 30 (2): 92–105. https://doi.org/10.36366/frontiers.v30i2.414

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

See our extended show notes for this episode at https://www.centerforengagedlearning.org/incorporating-high-impact-practices-in-study-away/.

This episode, hosted by Vanessa Truelove, features two articles that study the effects of combining elements of high impact practices in order to enhance the study away experience for college students:

• Luxton, India, Rodolfo Valdes-Vasquez, Mehmet Egemen Ozbek, and Laura Thornes. 2022. “High Impact Learning in a Short-Term Study Abroad Program.” Frontiers: The Interdisciplinary Journal of Study Abroad 34 (1): 97-130. https://doi.org/10.36366/frontiers.v34i1.541 [Open Access]
• Wallace, Craig. 2020. “Transformative Learning Abroad for Honors Students: Leveraging High-Impact Practices at Global Partner Institutions.” In Internationalizing Honors: National Collegiate Honors Council Monograph Series, edited by Kim Klein and Mary Kay Mulvaney, pp. 229- 249. Lincoln, NE: National Collegiate Honors Council.

The episode also references:

Moore, Jessie L. 2021. “Key Practices for Fostering Engaged Learning.” Change: The Magazine of Higher Learning 53 (6): 12-18. https://doi.org/10.1080/00091383.2021.1987787

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

See our extended show notes at https://www.centerforengagedlearning.org/instructors-emotions-associated-with-dialogic-feed-forward/

This week’s episode features an open-access article from Teaching & Learning Inquiry and examines instructors' emotional responses when they give students assessment feedback:

Hill, Jennifer, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, and Susan Smith. 2023. “Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward." Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.6

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/experiences-of-students-with-disabilities-in-work-integrated-learning/.

This week’s episode features an open-access article from the Journal of Higher Education Policy and Management and examines the perceptions and experiences of students with disabilities regarding work-integrated learning placements:

Dollinger, Mollie, Rachel Finneran, and Rola Ajjawi. 2022. "Exploring the Experiences of Students with Disabilities in Work-Integrated Learning." Journal of Higher Education Policy and Management. https://doi.org/10.1080/1360080X.2022.2129317

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/reflection-and-authentic-learning/.

This week’s episode features an open-access article from SoTL in the South and examines what reflection on authentic tasks can illuminate about student learning:

Bester, Johannes, and Erica Pretorius. 2022. "Linking Reflective and Authentic Learning: Encouraging Deeper Learning Experiences in a First-Year Civil Engineering Module at a University in South Africa." Scholarship of Teaching and Learning in the South 6 (3): 108-122.

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/dialogic-feed-forward/

This week’s episode features an open-access article from Teaching & Learning Inquiry and examines the long-term feedback literacy outcomes of supplementing written feedback with a student-instructor meeting to discuss student-led action plans for improvement:

Hill, Jennifer, and Harry West. 2022. "Dialogic Feed-Forward in Assessment: Pivotal to Learning but not Unproblematic." Teaching & Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.20

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/future-oriented-feedback/.

Featuring an open-access article from the Journal of the Scholarship of Teaching and Learning, this episode explores how feedback type, feedback orientation, and goal orientation inform feedback effectiveness for student learning:

Paulson Gjerde, Kathy, Deborah Skinner, and Margaret Padgett. (2022). "Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness." Journal of the Scholarship of Teaching and Learning 22 (3): 55-75. https://doi.org/10.14434/josotl.v22i3.31866

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.