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Amy A. Hasinoff; Wendy Bolyard; Dennis DeBay; Joanna C. Dunlap; Annika C. Mosier; Elizabeth Pugliano – Teaching & Learning Inquiry, 2024
A large body of evidence shows that many ungrading practices are as good or better than conventional approaches at supporting learning outcomes. Much of the research on student perceptions of ungrading, however, is based on individual case studies which, although informative, are often anecdotal, not systematically implemented, and tend to…
Descriptors: Grading, Grades (Scholastic), Student Attitudes, Alternative Assessment
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Danielle Lake; Wen Guo; Elizabeth Chen; Jacqui McLaughlin – Teaching & Learning Inquiry, 2024
This article builds upon current research to understand the value and limitations of teaching and learning design thinking (DT) in higher education. We implemented a mixed-methods study with faculty and students across 23 diverse courses in four higher education institutions in the United States. Findings showed that following structured learning…
Descriptors: Design, Thinking Skills, Higher Education, Decolonization
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Katy Dineen; Sarah Thelen; Anna Santucci – Teaching & Learning Inquiry, 2024
Higher education often acts as a bridge to society, preparing people for future social, political, and economic roles. For many academics, social justice and social inclusion are areas of research interest and teaching expertise. As such, institutions of higher education are well placed to foster reflection on social justice, through research and…
Descriptors: Supervisor Supervisee Relationship, Social Justice, Inclusion, Power Structure
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Erica R. Hamilton; Mihyun Han – Teaching & Learning Inquiry, 2024
The purpose of this article is to explore the use of authentic audiences in higher education to support undergraduate learning. To explore the results of integrating authentic audiences in higher education, we present a collective case study in which the use of authentic audiences was employed in separate undergraduate courses at two different…
Descriptors: Undergraduate Students, Learner Engagement, Critical Thinking, College Faculty
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Lu Kehan; Amrita Kaur; Zhou Yu; He Yuzhen; Huang Yuchong; Zhan Yinuo; Mohammad Noman – Teaching & Learning Inquiry, 2024
Students' seating selection is a significant physical variable that has implications for both teachers and students. These seating preferences have been linked to students' personalities, motivation, and academic performance. However, there is limited knowledge regarding the cultural influences on these preferences. In this exploratory qualitative…
Descriptors: Foreign Countries, Individual Differences, Decision Making, Preferences
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Gail Matthews-Denatale; Laurie Poklop; Rachel Plews; Mary English – Teaching & Learning Inquiry, 2024
In summer 2020, Northeastern University developed a fully online curricular pathway for incoming fall first-year undergraduate students who could not learn in residence. This pathway included 18 Global Challenge (GC) courses, each designed around project-based learning (PBL), grounded in a complex problem defined by Northeastern University…
Descriptors: Active Learning, Student Projects, Electronic Learning, Faculty Development
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Supple, Briony; Cronin, James G. R. – Teaching & Learning Inquiry, 2023
This article makes a case for SoTL practitioners to engage in what we term a pedagogy of slow. Here, "slow" connotes with waiting and patience. It takes time to learn and acquire the skills that a SoTL scholar needs. "Doing SoTL" we therefore argue, requires a pedagogy that takes time and sees time as an ally instead of as an…
Descriptors: Scholarship, Instruction, Learning, Educational Practices
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Trowsdale, Dan; McKay, Alison – Teaching & Learning Inquiry, 2023
The adoption of digital technologies in higher education offers new opportunities for student learning but also adds complexity to course design and development processes. Although practice varies across institutions and nations, a common response is that teams of people are now involved in the development and creation of blended and online…
Descriptors: Curriculum Design, Alignment (Education), Higher Education, Visualization
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Hill, Jennifer; Berlin, Kathy; Choate, Julia; Cravens-Brown, Lisa; McKendrick-Calder, Lisa; Smith, Susan – Teaching & Learning Inquiry, 2023
Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors…
Descriptors: Psychological Patterns, Emotional Response, Teacher Attitudes, College Faculty
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Healey, Mick; Healey, Ruth L. – Teaching & Learning Inquiry, 2023
There are few references that critically evaluate the different ways of searching the literature on scholarship of teaching and learning (SoTL), or how these are related to researchers' goals. We use an academic literacies perspective as a lens with which to explore the different ways that literature searches may be undertaken. While searching the…
Descriptors: Scholarship, Instruction, Learning, Search Strategies
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Healey, Mick; Healey, Ruth L. – Teaching & Learning Inquiry, 2023
There are few sources that critically evaluate the ways of reviewing the literature on scholarship of teaching and learning (SoTL). We use an academic literacies perspective as a lens with which to explore the ways that literature reviews may be undertaken. While reviewing the literature is often presented as a scientific, objective process, the…
Descriptors: Scholarship, Instruction, Learning, Search Strategies
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Eckstein, Lydia E.; Finaret, Amelia B.; Whitenack, Lisa B. – Teaching & Learning Inquiry, 2023
Failure is often taken as a given in higher education, as an inevitable part of learning new things. Yet, it remains a part of learning that students tend to fear, and faculty tend to neglect. As faculty, we do not always strategize with or leverage our students' struggles and failures for improved learning. Instead, we hope that students learn…
Descriptors: Academic Failure, College Students, Social Bias, Anxiety
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Scharff, Lauren F. V.; Samuels, Michelle A. Butler – Teaching & Learning Inquiry, 2023
Academic institutions are now expected to engage in developing and assessing learning outcomes; however, responsibility outcomes, such as respect for human dignity (RFHD), can be particularly challenging. As part of our Biopsychology course and Sensation and Perception course over the past decade, we applied the scientist-educator model of…
Descriptors: Human Dignity, College Students, Intervention, Models
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Moreno, Rhia; Guthrie, Kate Hobgood; Strickland, Katie – Teaching & Learning Inquiry, 2023
Arts-based pedagogy has the potential to reimagine "traditional" research to engage learners in expanded and innovative methods, while also creating space for student voices. Grounded in a Deweyan experiential framework informed by arts-based pedagogy, this reflective dialogue revolves around a pedagogical reframing of a data analysis…
Descriptors: Teaching Methods, Art Education, Educational Philosophy, Teacher Student Relationship
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Bovill, Catherine; Croft, Ashton; Glover, Caroline Dean; Felten, Peter – Teaching & Learning Inquiry, 2023
Research consistently demonstrates that the quality of student-staff interactions matters for positive student outcomes. Some research studies also suggest that identity similarities (homophily) often contribute to meaningful human connections. Yet, the influence of student and staff identities on teaching and learning in higher education is less…
Descriptors: Self Concept, Teacher Student Relationship, Undergraduate Students, Interpersonal Communication
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