“Expanding our pedagogical imagination”: Faculty Experiences with Scholarly Digital Storytelling across Disciplines

Despite growing pressure to increase technology-enhanced assessment, research has repeatedly demonstrated a lack of widespread meaningful integration of technology in higher education. This is in part due to faculty reluctance which is compounded by lack of training and incentives. This qualitative research grounded in the scholarship of teaching and learning (SoTL) is based on in-depth interviews with 25 faculty internationally, across disciplines and teaching contexts, who integrated scholarly digital storytelling into their pedagogy. It examines their motivations for adopting this technology-enhanced assessment and their experiences implementing it, including increased engagement and student learning. It further explores challenges faced and lessons learned that may prove valuable in supporting the expansion of technology-enhanced assessment across disciplines

Between Saga and Enterprise: Anchoring Backwards and Striving Forwards

Introduction to Volume 12 of Teaching & Learning Inquiry

Introduction A Milestone in the Life of a Journal

An introduction to volume 9, issue 1 of Teaching & Learning Inquiry

Growing SoTL—Embracing Diversity, Messiness, and Complexity

An introduction to volume 11 of Teaching & Learning Inquiry.

Authentic Learning Across Disciplines and Borders with Scholarly Digital Storytelling

Scholarly digital storytelling combines academic research and digital skills to communicate scholarly work within and beyond the classroom. This article presents three case studies that demonstrate efforts to integrate scholarly digital storytelling, a technology-enhanced assessment, across disciplines, geographic locations, and teaching contexts. The case studies originate in the United States, Northern Ireland [UK], and Norway, and represent learning across multiple disciplines, including history, higher education, geography, and biology. This article explores the potential for scholarly digital storytelling, when carefully planned, scaffolded, and implemented, to engage students in authentic learning, teaching students to think deeply and creatively about disciplinary content while creating sharable digital products

Teaching Hidden History: A Case Study of Dialogic Scaffolding in a Hybrid Graduate Course

Using an expanded version of Alexander’s (2008) theory of dialogic teaching developed by Rojas-Drummond, Torreblanca, Pedraza, Vélez, and Guzmán (2013), this case study explored how instructors and students in a hybrid graduate course engaged in the process of dialogic teaching and learning (DTL). In particular, we examined the ways in which scaffolding strategies used in the course supported inquiry-based learning. Our findings suggest that instructors and students engaged in all five dimensions of DTL as defined by Rojas-Drummond et al. (2013), and illuminate the ways in which scaffolding can facilitate inquiry-based learning in interdisciplinary instructional settings

Growing SoTL—Embracing Diversity, Messiness, and Complexity

An introduction to volume 11 of Teaching & Learning Inquiry.

Audience Matters: Multimodal Projects Across Three International Case Studies

There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development

Delinquent Daughters:Hollywood's war effort and the 'juvenile delinquency picture' cycle

This paper examines a short-lived cycle of ‘juvenile delinquency pictures’ that have been almost entirely ignored in scholarship on the teen film, perhaps in part because they focus on female rather than male youth. Whilst individually unremarkable, collectively these films were central to political debates about the role of Hollywood in wartime. This paper maps the widespread discursive struggles between Hollywood, the middlebrow press, industry regulators, and various government agencies over the production of this cycle. It moves on to analyse the New York reception of these films, highlighting how this ‘cycle of sensation’ was debated in relation to the very local contexts of New York's ‘bobby soxers’ and ‘victory girls’ and the strategies to police them in and around Times Square. It demonstrates that focusing on the localized and contested terrain of discourses surrounding historically situated media cycles reveals the complexity and local specificity required of micro-historical enquiry