Feminist Community Engagement
by Sophia Abbot The Association of American Colleges and Universities (AAC&U) lists service-learning or community-based learning among 11 high impact practices in education, and it’s not difficult to see why. The praxis (theory, practice, reflection) of service-learning promotes students’ deep…
Legitimating Reflective Writing in SoTL
by Sophia Abbot When I first began working in higher education, I would ask students and faculty I worked with to reflect on transformative learning moments, how they felt about particular classroom experiences, or how they’d grown and changed over…
Developing Attitudes and Habits of Mind for Mentorship
In fall 2010, Caroline Ketcham and I (Eric Hall) entered into a co-mentoring relationship with an undergraduate research student who was interested in hippotherapy (horse therapy) and the potential impacts that these programs could have on motor/postural changes as well…
Global Learning and Partnership
by Sophia Abbot Last January, I took a class on Engaged Learning in Higher Education. I wrote a little bit about this class in my spring post on Partnership and Mentorship at Scale, but one thing I didn’t mention was…
Salient Practices of Mentoring Undergraduate Research [in Writing]
Based on an extensive review of literature on Undergraduate Research mentoring, Jenny Olin Shanahan, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart, and Helen Walkington (2015) identified ten salient practices of mentoring that offer undergraduate researchers intellectual, personal/emotional, and professional socialization support….
Partnership and mentorship at scale: A matter of inclusion
by Sophia Abbot The reality of intensive pedagogical partnership programs is that there will always be more willing and capable students than there is room to partner. On a mathematical level, this makes sense. There are far fewer faculty at…
Pedagogical Partnerships: Transformational or Institutional Change?
As instructional partnerships continue to develop, we wonder: (How) might partnership be embraced as an ethos and culture within the institution of higher education, while continuing to push on the traditionalist fabric of these institutions? We see a tension between…
What We Love: Student Motivations for Engaging in SoTL
by Sophia Abbot Student involvement at ISSOTL is growing. As a newly elected member of the ISSOTL Board, I serve as a student representative in conversations about the society’s growth and strategic planning, as well as about SoTL more broadly….
What Does SoTL Have to do with Students?
by Sophia Abbot This past October, the International Society of the Scholarship of Teaching and Learning (ISSOTL) met in Bergen, Norway, to share SoTL projects, practices, and findings. On the Center for Engaged Learning’s “What is SoTL?” page, we define…
Students as Partners at ISSOTL 2018
by Sophia Abbot and Ketevan Kupatadze Students as Partners (SaP) had a major presence at the 2018 International Society for the Scholarship of Teaching and Learning (ISSOTL) conference in Bergen, Norway, this past October. Twenty of the 247 conference sessions,…