See our full episode notes at:

Can ungrading work in a fully asynchronous online course? This episode features an open-access article that examines how an alternative grading approach shaped students’ motivation, stress, and learning in a fully online course:

Emerson, Kerstin Gerst. 2026. “‘It Honestly Made Me Want to Work Harder’: Student Evaluation of Using Ungrading in an Online Asynchronous Course.” Teaching & Learning Inquiry 14: 1–15. https://doi.org/10.20343/teachlearninqu.14.3

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by pch.vector on Freepik.

View our full episode notes at https://www.centerforengagedlearning.org/learning-contracts-as-equity-blueprints-in-undergraduate-research-mentoring/

How can learning contracts support more equitable undergraduate research mentoring? This episode features an open-access article that explores how learning contracts can operationalize equity in undergraduate research mentoring by centering shared expectations, partnership, and transparency:

McSweeney, Jill M., and Eric E. Hall. 2026. “The Use of Learning Contracts as Potential Equity Blueprints in Undergraduate Research Mentorship.” Teaching & Learning Inquiry 14: 1–10. https://doi.org/10.20343/teachlearninqu.14.4

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by fanjianhua on Freepik.

See our full episode notes at: https://www.centerforengagedlearning.org/considering-time-in-students-as-partners/

How does time—including age, career stage, and historical moments—shape students-as-partners work in higher education? And what do we miss when we don’t explicitly account for it? This episode features a secondary qualitative analysis drawing on three prior case studies connected to SoTL and Students-as-Partners work at a Canadian university:

Harvey, Kelsey, Katherine R. Cooper, Stephanie Hatzifilalithis, Elisa Do, Julia Cerminara, and Jacob Krone. 2026. “Students as (Intergenerational) Partners: Considering Time in the 4M Framework.” Teaching & Learning Inquiry 13: 1–17. https://doi.org/10.20343/teachlearninqu.14.2

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Image in episode art is by pch.vector on Freepik.