In response to shifts to online learning due to COVID-19 in spring 2020 and in anticipation of alternate models for higher education in fall 2020 and beyond, we have curated publications and online resources that can help inform programmatic and…

“developmental editing. Editorial intervention, usually at an early stage, to help the author with structure, substance, or other fundamental elements of a manuscript. Compare with copyediting and line editing.” Peter Ginna, What Editors Do, p. 278 The Center for Engaged Learning produces two…

The Center for Engaged Learning produces two book series on engaged learning and teaching – one in partnership with Stylus Publishing and one that’s open access and supports books that experiment with genre or medium in ways that take advantage…

Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency seminar leaders – Julia Bleakney, Paula Rosinski, and Jessie L. Moore – asked seminar participants each to share citations and brief annotations for two texts (e.g., articles, chapters, books, etc.)…

The 2016 Pre-ISSOTL Council of Undergraduate Research Symposium challenged participants to consider the intersections between Undergraduate Research (UR) and Scholarship of Teaching and Learning (SoTL). Although some might suggest that work at this intersection is underdeveloped and under-appreciated, this was the…

At the recent Conference On Excellent Practice in Mentoring Undergraduate Research, George Kuh announced a new addition to the Association of American Colleges and Universities list of High-Impact Educational Practices (HIPs). The addition of ePortfolio extends the association’s list to eleven…

In January I posited that four productive disruptions (scaling access, building partnerships, thinking globally locally, and closing the loop with the scholarship of teaching and learning) can foster creative problem-solving about learning initiatives on our campuses. In this post, I examine the third productive disruption,…

Like other types of scholarship, the scholarship of teaching and learning (SoTL) has markers of excellence. In “Principles of Good Practice in SoTL,” Peter Felten (2013) identifies five of those markers: Working in partnership with students is not yet a…

Last month I posited that four productive disruptions (scaling access, building partnerships, thinking globally locally, and closing the loop with the scholarship of teaching and learning) can foster creative problem-solving about learning initiatives on our campuses. In this post, I examine the second…

Last week I posited that four productive disruptions (scaling access, building partnerships, thinking globally locally, and closing the loop with the scholarship of teaching and learning) can put pressure on our understanding of engaged learning and our integration of engaged learning…