One-minute papers allow students to process what they learned during class and improve student performance. However, this activity can become monotonous and takes significantly longer than the name implies. The research described here tests the effectiveness of a briefer, more flexible version of this technique to increase the perceived relevance…

This interventional case study adopted a data-supported reflective assessment (DSRA) design to help pre-service teachers (PTs) engage in effective Knowledge Building (KB) and examined the mechanisms of this design to support PTs' productive KB discourse. The participants were 80 PTs from two classes taking the same course. Statistical analysis of…

Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students' engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that…

The problem of the study was to determine if the use of a reflective writing assessment at the beginning, middle, and end of a college semester indicated an industrial technology student's knowledge and skills related to technological and engineering literacy. Experiences gained during project-based learning activities were used as the basis for…

Preparing students for professional life in a Volatile, Uncertain, Complex and Ambiguous twenty-first century world has seen tertiary institutions eschew the traditional 'lecture-tutorial' model in favour of active learning approaches. However, implementing these approaches is not unproblematic. This paper explores how we navigated the tensions of…

Cookbook-style laboratories (labs), where students follow recipes and confirm known results are common, yet years of science teaching and learning research indicate they do not help college students develop the habits of mind and skills of a scientist. We describe the rationale, challenges, and initial changes made in our teaching and learning lab…

We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable…

The scholarship of teaching and learning recognises the important interrelationship between teaching and learning, and it values critical dialogues on teaching-learning praxis beyond local contexts. This focus shifts attention from research outputs drawing on student behaviour to a broader focus on teacher-learner mutuality, disciplinary…

The purpose of this qualitative descriptive study was to investigate how community college supervisors in Arizona describe their role in promoting feedback-seeking, reflection, and active experimentation. The theoretical frameworks supporting this study were Bandura's social cognitive theory, Marsick and Watkins informal and incidental learning…

Research about the internationalisation of higher education has expanded rapidly in recent decades with few attempts to map available evidence. This scoping review provides a synthesis of articles about how internationalisation practices specifically impact students' outcomes and experiences. We identified 967 articles in 21 thematic categories,…

The interrupted case study is a structured way to engage students in active learning. Interruptions, or pauses for reflection and discussion scheduled within the case-study presentation, provide students with a chance to collaborate and engage in critical thinking. Critical thinking style, which is a measure of how one tends to think critically,…

The Teaching Scholars Program and Community of Practice (TSCoP) develops educational leadership and research through enabling reflective conversations, purposeful listening, inclusive standards, and bold thinking about Scholarship of Teaching and Learning (SoTL). Teaching Scholars lead innovative practice in their own faculty given their shared…

This study was aimed at designing and developing a learner-centered curriculum course for pre-service early childhood teachers considering their expectations, supporting active creation of lesson plans, and investigating course effectiveness. Participant self-reflections and course assistant feedback regarding lesson plans were gathered. At the…

This study explored students' experiences in online learning using a project-based learning. The exploratory approach was used with postmortem methods, self-assessment, and questionnaires to identify the factors that affect student Learning Orientation and Engagement in project-based learning (PjBL) during the COVID-19 pandemic. The reflection was…

This paper discusses the creation and implementation of an experiential learning assignment focused on the United Nation's Sustainable Development Goal (SDG) 12, which aims to ensure sustainable consumption and production patterns. Using a grounded theory approach that combines analyzing 90 senior-level marketing students' reflective essays…