60-Second SoTL

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.2025.2553193The 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.13.7This 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.13.39This 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 AudioCoffeePhoto 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.12.26This 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.

See our extended episode notes at https://www.centerforengagedlearning.org/mentoring-across-the-first-year-experience/This week’s episode explores the value of peer-mentorship programs for first-year university students:Tsang, Art. 2023. “The Value of a Semi-Formal Peer Mentorship Program for First-Year Students’ Studies, Socialization and Adaptation.” Active Learning in Higher Education 24 (2): 125–38. https://doi.org/10.1177/1469787420945212.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.

See our extended episode notes at https://www.centerforengagedlearning.org/defining-success-in-a-first-year-seminar/.This week’s episode focuses on a study of first-year seminars' impact on common measures of student success in higher education:Shi, Qingmin, John R Crooker, Christina R Drum, and Brent M Drake. 2021. “Investigation of the Effect of First-Year Seminars on Student Success.” Journal of The First-Year Experience & Students in Transition 33 (2): 65–95. This episode was hosted by Logan Morral, Graduate Apprentice for the Center for Race, Ethnicity, and Diversity Education 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/significant-benefits-of-the-first-year-experience/.This week's episode focuses on an open-access article about beneficial outcomes of first-year seminars:Das, Rajeeb, Erika Schmitt, and Michael T. Stephenson. 2024. “A Quasiexperimental Analysis of First-Year Seminar Outcomes at a Large University.” Journal of College Student Retention: Research, Theory & Practice 25 (4): 940–54. https://doi.org/10.1177/15210251211038591This 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. 

See our extended episode notes at https://www.centerforengagedlearning.org/incorporating-multiple-dimensions-in-the-first-year-experience/.This episode features on open-access article on service-learning and leadership development in first-year seminars:Krsmanovic, Masha. 2022. “Fostering Service-Learning and Leadership Development through First-Year Seminar Courses.” Journal of Service-Learning in Higher Education 15: 54–70.The episode was hosted by Logan Morral, Graduate Apprentice for the Center for Race, Ethnicity, and Diversity Education 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.

See our extended episode notes at https://www.centerforengagedlearning.org/what-is-a-first-year-experience/.This episode highlights two articles that explore first-year experiences and what makes them high-impact:Barefoot, Betsy O. 2000. “The First-Year Experience: Are We Making It Any Better?” About Campus 4 (6): 12–18. https://doi.org/10.1177/108648220000400604. Kuh, George, Ken O’Donnell, and Carol Geary Schneider. 2017. “HIPs at Ten.” Change: The Magazine of Higher Learning 49 (5): 8–16. https://doi.org/10.1080/00091383.2017.1366805. 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/measuring-what-learners-do-with-feedback/.This episode shares an open-access article from Assessment & Evaluation in Higher Education and explores how to measure feedback literacy in higher education:Dawson, Phillip, Zi Yan, Anastasiya Lipnevich, Joanna Tai, David Boud, and Paige Mahoney. 2023. "Measuring What Learners Do in Feedback: The Feedback Literacy Behaviour Scale." Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2023.2240983The 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.

View our extended episode notes at https://www.centerforengagedlearning.org/using-scenarios-to-explore-student-faculty-partnership/.This episode shares an article from the open-access journal, Teaching & Learning Inquiry, and explores how role-play scenarios facilitate reflection on the complexities of student-faculty partnership:Woolmer, Cherie, Nattalia Godbold, Isabel Treanor, Natalie McCray, Ketevan Kupatadze, Peter Felten, and Catherine Bovill. 2023. “Using Scenarios to Explore the Complexity of Student-Faculty Partnership.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.26.This 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 episode notes at Mentoring Undergraduate Research in Global Contexts - Center for Engaged LearningThis week’s episode shares an open-access article from New Directions in Teaching and Learning and examines how U.S.-based higher education institutions support mentoring of undergraduate research in global contexts:Cruz, Laura, Maureen Vandermaas-Peeler, Eric E. Hall, Amy L. Allocco, Kate Patch, Jennifer Hamel, and Jacqueline McLaughlin. 2023. "Mentoring Undergraduate Research in Global Contexts (MUR-CG): An Integrated Model." New Directions for Teaching and Learning 2023: 29-39. https://doi.org/10.1002/tl.20556This 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 episode notes at: https://www.centerforengagedlearning.org/shaping-student-study-strategies/This week’s episode shares an open-access article from Teaching & Learning Inquiry and examines how in-class interventions might influence students study strategies:Maurer, Trent W., and Emily Cabay. 2023. “Challenges of Shaping Student Study Strategies for Success: Replication and Extension.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.18This 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 episode notes at https://www.centerforengagedlearning.org/teaching-arts-based-analysis/.This week's episode shares an open-access article from Teaching & Learning Inquiry and explores arts-based data analysis and a strategy for teaching it to emerging researchers:Moreno, Rhia, Kate Hobgood Guthrie, and Katie Strickland. 2023. “Incorporating Arts-Based Pedagogy: Moving Beyond Traditional Approaches to Teaching Qualitative Research.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.15.This 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.