Vol. 9 No. 1 (2021): Teaching and Learning Inquiry

Introduction

Introduction A Milestone in the Life of a Journal

Katarina Mårtensson, Kelly Schrum

1-2
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Articles

SoTL under Stress: Rethinking Teaching and Learning Scholarship during a Global Pandemic

Laura Cruz, Eileen Grodziak

3-12
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Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education

Paul Feigenbaum

13-26
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The Importance of Making-While-Reading for Undergraduate Readers: An Example of Inductive SoTL

Ingie Hovland

27-44
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What Type of Debrief is Best for Learning during Think-Pair-Shares?

Martin Barrett, Chad Hershock, Michael McCarthy, Michael Melville, Joe Mertz

45-60
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SoTL in the Margins: Teaching-Focused Role Case Studies

Nicola Simmons, Michelle J. Eady, Lauren Scharff, Diana Gregory

61-78
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What Do SoTL Practitioners Need to Know about Learning?

Hillary H. Steiner, Christopher M. Hakala

79-85
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Student Perceptions of an Online Ungraded Course

Daniel Guberman

86-98
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Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework

Kyle W. Scholz, Jolanta N. Komornicka, Andrew Moore

99-116
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Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

Joe Bandy, M. Brielle Harbin, Amie Thurber

117-137
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Using Asynchronous, Online Discussion Forums to Explore How Life Sciences Students Approach an Ill-Structured Problem

Foong May Yeong

138-160
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What Price Excellence in Learning and Teaching? Exploring the Costs and Benefits for Diverse Academic Staff Studying for a GCHE Supporting the SoTL.

Alison Owens, Angela Daddow, Georgia Clarkson, Duncan Nulty

161-179
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The Wicked and the Logical: Facilitating Integrative Learning Among Introductory Computing Students

Jeffrey Stone, Laura Cruz

180-199
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I Suck at This Game: “Let’s Play” Videos, Think-Alouds, and the Pedagogy of Bad Feelings

Derritt Mason

200-217
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Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

Darren S. Hoffmann, Katherine Kearns, Karen M. Bovenmyer, W. F. Preston Cumming, Leslie E. Drane, Madeleine Gonin, Lisa Kelly, Lisa Rohde, Shawana Tabassum, Riley Blay

218-240
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Challenges of Shaping Student Study Strategies for Success

Trent Maurer, Catelyn Shipp

241-257
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ICWG Special Section

Foreword: 2019 International Collaborative Writing Groups (ICWGs)

Lauren Scharff, Aysha Divan, Phillip Motley

258-261
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Re-positioning SoTL toward the T-shaped Community

Michelle J. Eady, Earle Abrahamson, Corinne A. Green, Mayi Arcellana-Panlilio, Lisa Hatfield, Nina Namaste

262-278
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The Scholarship of Critique and Power

T. Camille Martin-Thomsen, Gaia Scagnetti , Siobhan R. McPhee, Ashley B. Akenson, Dana Hagerman

279-293
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Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors

Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith

294-316
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Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection

Bridget Arend, Beth Archer-Kuhn, Kazuko Hiramatsu, Chris Ostrowdun, Janel Seeley, Adrian Jones

317-332
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Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

Trent W. Maurer, Cherie Woolmer, Nichole L. Powell, Carol Sisson, Catherine Snelling, Odd Rune Stalheim, Ian J. Turner

333-348
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Examining the Focus of SoTL Literature—Teaching and Learning?

Karen Manarin, Christine Adams, Richard Fendler, Heidi Marsh, Ethan Pohl, Suzanne Porath, Alison Thomas

349-364
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Brokering Boundary Crossings through the SoTL Landscape of Practice

Barbara Kensington-Miller, Andrea Webb, Ann Gansemer-Topf, Heather Lewis, Julie Luu, Geneviève Maheux-Pelletier, Analise Hofmann

365-379
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The Courage to SoTL

Nattalia Godbold, Dawne Irving-Bell, Jill McSweeney-Flaherty, Patrice Torcivia, Lauren Schlesselman, Heather Smith

380-394
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A Developmental Framework for Mentorship in SoTL Illustrated by Three Examples of Unseen Opportunities for Mentoring

Jennifer C Friberg, Mandy Frake-Mistak, Ruth Healey, Shannon Sipes, Julie Mooney, Stephanie Sanchez, Karena Waller

395-413
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Teaching & Learning Inquiry Reviews

[Book Review] Writing About Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations Across a Range of Genres by Mick Healey, Kelly E. Matthews, and Alison Cook-Sather

Nancy Chick, Katarina Martensson

414-418
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