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…

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…

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…

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…

In this paper, we present and reflect on using scenarios and role-plays as an effective approach to engaging in the often complicated conversations about student-faculty/staff partnerships, particularly those involving the scholarship of teaching and learning (SoTL). Students as co-developers of pedagogical processes, as well as co-researchers in…

This article reports the results of a qualitative study of the effectiveness of a critical reading instructional intervention based on teacher/student conferencing (TSC) and differentiated instruction (DI) in improving the participants' understanding and evaluation of published educational research. TSC and DI entailed using a subset of teaching…

A key debate in higher education is how assessment and feedback can be constructed to maximize opportunities for meaningful student learning. In this paper, we explore how a learning-focused model of feedback, teacher-student dialogic feed-forward, is enacted in practice, exposing many affordances but also some challenges. Adopting a small-scale…

Engaging students in an international online setting that is interdisciplinary and culturally diverse is a challenge. A joint classroom between German and Ugandan universities used a formative assessment approach paired with active learning elements to foster individual and peer learning in an international virtual setting. A survey at three…

We present the design and evaluation of an institutional support model for the Scholarship of Teaching and Learning (SoTL): the SoTL Seed Program. In this model, faculty from across disciplines partner with graduate students with expertise in educational and social science methodologies to implement SoTL investigations. We interviewed and obtained…

This study chose an undergraduate course offered at a public university in Malaysia as the case to discover students' unseen online interaction behaviors and experiences in order to obtain insights into ways to devise relevant online pedagogical approaches. The study employed the learning management system's (LMS) analytics and the analysis of…

Critique can be defined as disciplinary feedback, analysis, or assessment provided to an individual or within a group, be it a classroom or a team. At a fundamental level, it is an exchange of ideas, impressions, evaluations, opinions, reflections, judgments, speculations, or suggestions to oneself or between two or more participants in a defined…

This paper reports results from a mixed-methods intervention conducted in partnership between a faculty member and an undergraduate to shape student study strategies for success in an introductory course. The instructor provided students with information on the effectiveness of the successive relearning study strategy, conducted an in-class…

This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL's role to make teaching "community property," we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the…

Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students' responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the…

Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students' learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of…