Vol. 17 No. 2 (2024): Opening Up Space for Dialogue in Teaching, Learning, and Scholarship

DOI: https://doi.org/10.26209/td2024vol17iss2

Published: 2024-11-30

Introduction

Editors' Introduction: Opening Up Space for Dialogue in Teaching, Learning, and Scholarship

Laura Cruz, Eileen Grodziak, Kevin R. Guidry, Jacob Kelley, Shannon McClellan Brooks, Will Miller
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Dialogues

Letters Across the Atlantic: A Hermeneutic Exploration of SoTL and the Academic Self

Michelle Yeo, Odd Rune Stalheim
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A Transformative Dialogue with ChatGPT

Ann E. Williams, Natalie E. Williams
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(Un)learning with Absence: A Dialogue with Critical Feminist Educators in Scandinavia

Jennifer Branlat, Oda-Kange Midtvåge Diallo, Nico Friborg, france rose hartline, Ingvil Hellstrand
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Articles & Essays

“We Don’t Do This Work Alone”: Assessment as Community Act, or What Total Loss Teaching Offers to Contemporary Assessment and Evaluation Practices in Higher Education

Ruth Smith
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Perceptions About Generative AI and ChatGPT Use by Faculty and Students

Tiffany Petricini, Sarah Zipf, Chuhao Wu
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Learning as Interpretation, as [Re]Writing: A Philosophy of Teaching and the Function of the Writerly

Robert Gray
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Fourth Space: An Autoethnography of a Scholarship of Teaching and Learning Micro-Community

Laura Cruz, Roxanne Atterholt, Tammy Divens, Joan Humphrey, Jennifer Jewell, Tiffany Petricini, Angela Pettitt, Kathy Shaffer
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Post-Secondary Student Resilience During the Transition from Online to In-Person Learning

Nicholas Armstrong, Morgan Sterling, Oliver Cheek, Dana Menard
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The City in Song: Popular Music, Ethnographic Insights, and Urban Studies Pedagogy

Charles Santo
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Approaching Ungrading: First-Time Perspectives from an Online Graduate Course

Tyler D. Watts, Karen B. Franklin
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Leveraging AI for Innovative Authentic Assessment and Enhanced Learning in Political Science

Davi Moreira, Paul Hadjipieris
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A Global Approach to Nursing Education: Evaluating the Impact of COIL on Undergraduate Students in the US and Brazil

Lisa Woodley, Lucas Woodley, Maiara Rodrigues dos Santos, Beth Cosgrove, Gabrielle Grant
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The SoTL Scholar’s Individual and Collective Journey: Navigating a Cognitive and Emotional Transition

Andrea S. Webb, Heather Lewis
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Never Stop Thinking About Our Students: Reading with Hogan and Sathy’s Inclusive Teaching

Amy Todd, Caighlan Smith, Heather McLeod, Lindsay S. Cahill, Ronald D. Haynes, Victoria Skanes, Steve Shorlin, Erika F. Merschrod S., Gavan P. L. Watson
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Virtual Active Learning of Brain Science to Engage Diverse Learners

Ruth Ahn, Cambria Rodriguez, Poe Teng, Pamela Walker
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Understanding Group Differences and Predicting the Impostor Phenomenon Among University Staff and Faculty

Dana Ménard, Laura Chittle, Michelle Bondy
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Take Your Choice: A Case Study of Student Voice at the Prishtina International Summer University (PISU)

Doruntina Azemi, Vesa Ferizi, Agnita Hasanaj, Fatime Hoxha, Florijeta Hulaj, Fjolla Kadiri, Djellza Krasniqi, Arbnore Sejdiu, Blerta Mustafa, Laura Cruz
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Student-Parents’ Experiences of Transitioning into University in the UK: How They Feel, What They Need, and How We Can Respond

Andrea Todd
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