Marna Winter,聽teaching聽professor of education and associate director of 福利亚洲国产精品鈥檚 Center for the Advancement of Teaching and Learning (CATL), will present two聽projects聽exploring student reflection, joy and engagement at the (SoTL) Summit, held聽virtually Sept.聽16-18.

The conference brings together educators from colleges and聽universities聽across the United States and internationally to share聽SoTL聽research and approaches to teaching.聽Since its beginning in 1993, the summit has developed into a space for both experienced and emerging teacher-scholars to exchange research across disciplines and explore聽new approaches聽to student learning.
In 鈥淲hen Students Wonder, Instructors Learn: Building a Metacognitive Feedback Loop,鈥� Winter will present聽alongside聽聽professor聽of psychology and聽director of聽SoTL聽at the United States Air Force Academy.

Their work grew from the 鈥淚 Wonder鈥� project,聽an activity聽originally used聽by聽Winter聽at the end of a semester to encourage students to reflect on lingering questions about their learning. Winter found that聽those reflections could also reveal misconceptions, gaps in understanding and areas of curiosity that could inform teaching.聽After presenting initial work at the 2025聽SoTL聽Summit, Winter connected with Scharff, leading to a contribution to the聽聽blog and ongoing collaboration.聽At the summit, Winter and Scharff will share new findings聽and introduce a metacognitive instructional cycle for using student reflection to inform pedagogical decisions.

Winter鈥檚 second presentation, 鈥淔rom Play to Pedagogy: Reflective Inquiry into Joy and Student Engagement,鈥� explores how聽brief, intentional 鈥渕ini play sessions鈥� at the beginning of class can help students pause,聽connect聽and transition into learning.聽Drawing on student reflections and survey data, Winter鈥檚 ongoing聽SoTL聽inquiry considers how small moments of play can foster curiosity, focus and engagement, positioning joy not as an addition to learning but as part of creating the conditions for meaningful learning.

Together,聽Winter鈥檚聽two presentations reflect a broader focus聽on聽her聽active聽scholarship on creating learning environments that are responsive to students and attentive to how they experience the classroom.

For Winter, presenting at the聽SoTL聽Summit offers an opportunity not only to share what she has learned through her own teaching,聽but also to continue developing that work through conversation with educators examining聽similar questions聽about student learning and engagement.

This August,聽福利亚洲国产精品 hosted university and college educators from across the region and around the world for the聽22nd Annual Teaching and Learning Conference. A free, hybrid event sponsored jointly by the聽Center for the Advancement of Teaching and Learning (颁础罢尝),听Teaching and Learning Technologies (TLT), and the Office of the Provost.

Nearly 70聽educators attended the conference on Elon鈥檚 campus, including faculty from Queens University of Charlotte,聽providing an opportunity for educators聽to connect and exchange ideas. Hundreds more聽participated聽virtually from聽institutions across the country and beyond.

Rather than simply streaming the in-person conference, the fully hybrid format offered distinct programming for virtual and on-campus participants throughout the day. The two groups came together聽virtually for聽the聽conference鈥檚聽keynote, while other sessions were designed specifically for each mode of participation.

This year’s conference, themed “Teaching for Tomorrow: Building Transferable Skills and Lifelong Learners,” encouraged attendees to reflect on how today’s teaching practices shape students’ abilities to adapt, think critically and thrive in the future.聽Presentation submissions聽addressed聽one of聽four related sub-themes: Technology and the Future of Learning, Foundations for the Future, Building Transferable Skills for Tomorrow, and Teaching Innovations.

罢丑别听keynote聽address聽was given聽by聽director for curriculum transformation initiatives at聽,聽titled “Boldness by Design: Reimagining our University from the Classroom Out.” McGowan聽shared聽how universities might move from preserving tradition to designing new models, structures, and pathways toward the learning outcomes they聽seek聽for students, drawing on her experience leading institution-wide educational transformation initiatives.

Following the keynote, McGowan and Jill McSweeney, assistant director of CATL, led an in-person workshop for on-campus attendees, “Envisioning Structures of the Possible,” which invited participants to imagine a new, fully experiential core curriculum requirement for the year 2032. The workshop asked educators to consider experiential learning as a holistic, emergent and relational response to the complexities of higher education today.

Throughout the day, presenters shared research, practices, and teaching strategies aligned with the conference鈥檚 themes, creating opportunities for both virtual and in-person participants to connect with colleagues and exchange ideas about the future of teaching and learning.

The Teaching and Learning Conference is held annually at Elon and聽remains聽free for registrants.聽Information about the 2026 conference schedule, past conferences and future calls for proposals is available on the CATL and TLT websites.

聽support international, multi-institutional and multidisciplinary research on focused topics in engaged learning. Each seminar brings together 20 to 24 scholars from higher education institutions around the world who collaborate over two academic years, including three summer meetings at Elon. Led by a team of聽scholars聽with聽expertise聽in the seminar topic, participants work聽together聽in smaller research teams to develop collaborative studies designed to advance research on engaged learning that can be applied across institutional and disciplinary contexts.聽Elon students, serving as聽, also contribute to the leadership of the seminars and collaborate with participants throughout the research process.

The three summer meetings guide participants through the research process. During the first meeting, participants form smaller research teams, develop research questions and create plans for collecting data during the following academic year. At the second meeting, teams聽return聽to Elon聽with聽their data and focus on analysis and聽next聽steps. The third and final meeting centers on sharing findings at CEL鈥檚 annual聽聽and developing plans to聽circulate聽the research more broadly.聽This summer offered a snapshot of that full process, with one seminar at each stage.

First, in late June, participants in聽聽returned to Elon for their third and final summer meeting. Research teams shared findings from their multi-institutional studies and continued developing plans for publications and other forms of聽going聽public with their research.聽The seminar was led by Caroline Ketcham, associate dean for STEAM and operations for Elon College, the College of Arts & Sciences, and professor of exercise science; Kira Campagna 鈥�26; Ben Krasnow 鈥�27;聽Kaz Kelly 鈥�27; and Jessie L. Moore, Director of CEL and Professor of English: Professional Writing & Rhetoric.

The seminar鈥檚 focus also shaped the theme of this year鈥檚聽Conference on Engaged Learning, which welcomes members of the Elon community and聽educators聽from other institutions. Seminar participants presented their research throughout the conference, and the聽聽delivered the . On the final day,聽聽employee experience and culture expert, delivered聽a聽聽focused on cognitive equity and designing聽learning聽environments that recognize and support聽different ways聽of thinking, processing, and contributing.

Then, in early July, CEL welcomed participants in聽聽for their first summer meeting. Participants formed research teams, developed questions about generative AI and engaged learning, and designed plans for collecting data during the coming academic year.聽The 2026-2028 research seminar is led by Amanda Sturgill, associate professor of journalism; Aaron Trocki, associate professor of mathematics;聽Matthew Cornick 鈥�29, Mariama Kindie Jalloh 鈥�28; and Chiebuka Tor 鈥�28.

Finally, in mid-July, participants in聽returned to Elon for their second summer meeting. Having collected data during the聽previous聽academic year, teams spent their week together analyzing聽their findings and developing plans for the next stages of their research.聽The 2025-2027 research seminar is led by聽Ashley J. Holmes, associate vice provost for teaching and learning at Oregon State University, and author of聽“; Susan Hrach, a professional coach and author of聽Minding Bodies; Lauren Kearns, Maude Sharpe Powell Professor and professor of dance; Phillip Motley, professor of communication design and director, of graduate programs for the School of Communications;聽Sanai Crosby 鈥�28; and Amelia Weaver 鈥�28.

The work of the Research Seminars continues throughout the academic year as participants聽return to their home institutions,聽collect and analyze data, collaborate聽virtually, and work toward sharing their findings with the broader higher education community.

Interested in joining a future聽CEL Research Seminar? Applications for the next聽research聽seminar聽will open later this fall. Learn more about past, current and future seminars and conferences visit.

罢丑别听Center for the Advancement of Teaching and Learning聽(CATL) is pleased to announce that Tracey Thurnes,聽professor聽and academic operations coordinator聽of聽physician聽assistant studies,聽has聽been selected as the聽inaugural聽CATL Pedagogy Fellow for Teaching and聽Learning in Graduate and Professional Programs.聽Beginning in August 2026,聽Thurnes聽will serve a two-year term聽supporting faculty development and advancing聽excellence聽in teaching聽and learning across Elon鈥檚 graduate and professional programs.

Thurnes聽brings extensive experience in graduate education, curriculum design, assessment and student mentorship to this new role. Throughout her career in the Department of聽Physician聽Assistant Studies, she has designed聽and聽led聽courses聽focused on clinical medicine, clinical reasoning, and case-based learning while mentoring graduate students through research and capstone projects. Her teaching philosophy emphasizes applied learning, critical thinking, reflection, and professional identity development鈥攌ey components of聽effective聽graduate and professional education. She has been recognized for her聽commitment聽to teaching and mentorship聽through聽the School of Health聽Sciences Excellence in Teaching and Mentoring Award.聽Thurnes recognizes that “Excellence in graduate and professional education is not defined solely by content expertise.聽It also depends on the ability to design learning environments that challenge and support students as they grow into confident professionals.”

Thurnes聽has been an active participant and contributor to faculty development initiatives across the university. She has completed CATL鈥檚聽Inclusive Teaching Certificate program聽and聽participated聽in聽the Neurodiversity聽Summer聽Institute,聽experiences聽that have informed her approach to creating inclusive and accessible learning environments. In addition, her work with聽the聽Center for Design Thinking聽as both a Curricular and聽Research聽Catalyst has provided opportunities to聽facilitate聽workshops and collaborate with faculty from a wide range of disciplines. Through leadership roles including interim director of curriculum and instruction for physician assistant studies, chair of Academic Council, and director of the Accelerated Pathways Program, she has developed a broad perspective on teaching, learning, and student success across the university.

As Pedagogy Fellow,聽Thurnes聽will work closely with CATL colleagues to develop workshops, consultations and resources that support faculty teaching聽graduate聽and professional students across Elon. She is particularly interested in expanding support for assessment and feedback practices, case-based and experiential learning, student well-being, professional identity formation and inclusive teaching. Through this work, she hopes to create meaningful opportunities for faculty to share ideas, reflect on their teaching, and implement evidence-based strategies that enhance student learning and success.

Each spring, the聽(CEL), the聽Center for the Advancement of Teaching and Learning聽(CATL), the聽Center for Research on Global Engagement聽(CRGE) and the聽Center for Writing Excellence聽(CWE) co-sponsor this聽annual showcase of faculty, staff, and student research on teaching and learning.聽The presenters have all聽participated聽in or been supported by聽SoTL聽programming across these centers.聽The event features a poster session and catered reception, offering the campus community an opportunity to engage with聽studies of聽innovative pedagogical work and reflect on the impact of聽SoTL聽on聽scholarly聽teaching practices across disciplines.

This year鈥檚聽SoTL聽showcase brings together interdisciplinary projects exploring topics such聽as聽students-as-partners collaborations, equity and belonging in STEM,聽global approaches to intercultural learning and integrating GenAI into teaching and learning.

From CEL, the聽聽will present on their students’ experience co-leading CEL鈥檚.聽They鈥檒l聽highlight the multi-institutional inquiry at the heart of three multi-year research seminars, as well as the benefits of student-faculty/staff co-inquiry for both student and faculty/staff partners.

Representing聽CATL,聽Kelsey聽Bitting, assistant professor of environmental studies,聽and聽Jessica Merricks, associate professor of biology,聽will聽present聽their聽2025-2027聽CATL Scholar聽research聽on the impacts聽of community-engaged courses on first-generation students, students of color and women in STEM disciplines. Additionally, Amanda聽Chunco, associate professor of environmental students and 2024-2026 CATL Scholar, will present her work on grading practices and聽student聽belonging聽in聽STEM.

From the CRGE,聽Bill Burress, director of assessment and accreditation for the Dr. Jo Watts Williams School of Education聽and CRGE pre-doctoral scholar, will present research on international mobility in teacher preparation across the United States and Italy. Emily Moser,聽program coordinator for CEL and CATL; Michael Carignan, professor of history; and Lynn Huber, professor of religious studies, recipients of a CRGE聽faculty-staff research grant,聽will present their聽collaborative project聽exploring visual inquiry methods as a tool to foster and assess intercultural competence in global聽contexts.

搁别辫谤别蝉别苍迟颈苍驳听迟丑别听Center for Writing Excellence,聽Shannon Duvall, professor of computer science and interim associate dean聽for College of Arts and Sciences聽will present聽her project 鈥淓xploring Large Language Models for Teaching and Accessibility.鈥�

All faculty, staff and students are invited to attend and engage with presenters during this celebration of聽the scholarship of聽teaching and learning at Elon.

This year鈥檚 conference theme, 鈥淓xploring the Changing Landscapes of Scholarship of Teaching and Learning,鈥� provided a timely backdrop for Elon presenters whose work highlights curiosity-driven learning, student development, faculty development, and the integration of new technologies in teaching. ISSOTL brings together scholars and educators from around the world, creating a rich environment for cross-institutional conversation and collaboration.

Elon鈥檚 presence was visible across posters, papers, roundtables, and workshops throughout the conference, reflecting the breadth of scholarly teaching on campus.

Presentations included:

笔辞蝉迟别谤蝉:听

• “Weaving Knowledge: The Role of Undergraduate Teaching Assistants in STEM Learning Communities” by Jen Uno, associate professor of biology, and associate director of CATL
• “Inviting Curiosity 鈥� Exploring Lingering Questions with I Wonder Projects” by Marna Winter, associate teaching professor of education and associate director of CATL
• “Cultivating Student Engagement, Agency, and Peer Relationships: A Query Into Belonging and Mattering” by Evan Small, assistant teaching professor of wellness

搁辞耻苍诲迟补产濒别蝉:听听

• “Fostering Inclusive Learning through Relational Pedagogy: Centering Student Voice and Choice into the Classroom” by Evan Small, Marna Winter and Allison Bryan, director of the curriculum resources center and associate librarian
• “Rooting Deep and Reaching Skyward: Growing Trust in University Classrooms” by Jill McSweeney, assistant director for CATL and assistant professor of wellness; Debra Grantham, Dalhousie University, Halifax, Nova Scotia, Canada; Ted Murcray, California Baptist University, Riverside, California; Laurel Schut, Dalhousie University, Halifax, Nova Scotia, Canada; and Kathryn Sutherland, Victoria University of Wellington, Wellington, New Zealand
• “ChatGPT, give me an engaging title for my ISSOTL session: Can AI be a bridge into SoTL?” By Jill McSweeney, Jen Uno and Matt Wittstein, associate professor of exercise science and director of neuroscience

笔补辫别谤蝉听

• • “Methodologically Sound, or the Sound of Methodology: Podcast Peer Review as Disruption and Discovery” by Jill McSweeney and Derrit Mason, University of Calgary, Calgary, Alberta, Canada
  • “New Horizons of Belonging: Disciplinary Approaches to Building Classroom Community” by Marna Winter, Jen Uno and Jill McSweeney
  • “Pedagogies of Relevance: Shifting Student Perceptions of Literary Study” by Erin Pearson, associate professor of English and 2023-2025 CATL Scholar
  • “When Rivers Converge or Diverge: A Dyadic Analysis of Relational (Mis)Alignment in Pedagogical Partnership” by Sarah Bunnell, director of CATL and associate professor of psychology and Kristen Luschen, Amherst College, Amherst, Massachusetts.

Workshops聽 聽

• “Creating Institutional Cultures that Center SoTL: Continuing an Exploration of 鈥淰isions of the Possible鈥� by Sarah Bunnell, Jen Uno, Marna Winter, Jill McSweeney, with Paul Hanstedt, Jake Wright, and Collins Amy of University of Minnesota Rochester, Rochester, Minnesota
• “Rethinking Student Feedback: Co-Creating Meaningful and Transformative Evaluations” by Jill McSweeney and Nira Rahman, University of Melbourne, Melbourne, Australia聽

Together, these sessions illustrate the depth and diversity of Elon鈥檚 recent contributions to the international landscape of the scholarship of teaching and learning.

The ISSOTL conference provided opportunities not only to share research, but also to learn with international partners, allowing faculty to return to campus with new ideas that will enrich teaching and learning on campus. Elon鈥檚 strong presence at ISSOTL 2025 reflects the culture of inquiry, collaboration, and innovation that shapes the institution鈥檚 approach to engaged learning.

Their project, 鈥淚ncorporating Standards-Based Grading in University Physics I and II,鈥� seeks to replace traditional point-based grading systems with a more transparent, equitable approach that focuses on mastery and growth.

鈥淲e want assessments to be part of the learning process, not just the end of it,” said Kamela. 鈥淪tudents learn more deeply when they know exactly what they鈥檙e expected to master.鈥�

Altmann and Kamela will utilize Standards-Based Grading, or SBG, which emphasizes learning goals rather than accumulated points. With SBG, instead of averaging scores from quizzes, homework, and exams, students will be evaluated on how well they鈥檝e mastered specific skills and concepts with opportunities to reassess and improve. While SBG is not new for K-12 education (see ), it is groundbreaking for college-level physics.

Over the next two years, Altmann and Kamela will refine and expand the SBG system across both of their introductory physics courses, which serve as foundational classes for majors in physics, astronomy and astrophysics. They will design comprehensive learning standards, create new assessment frameworks, and analyze outcomes using national benchmarks for conceptual understanding and problem-solving.

Altmann and Kamela have already piloted their approach to assessment in their University Physics II courses, with positive results. Rather than being discouraged by a single test score, students could see exactly which concepts they had mastered and which needed more work. Many students described this shift in assessment as motivating and confidence-building. The opportunity to reassess and demonstrate growth gave students a stronger sense of ownership over their learning and encouraged persistence in tackling challenging material.

鈥淭raditional grading can let students 鈥榞et by鈥� without true mastery,鈥� Altmann said. 鈥淲e鈥檙e building a system that makes learning the focus.鈥�

The CATL Scholar appointment will provide course release time and research support, allowing the pair to dive deeply into their work and to share what they learn. They plan to present findings at American Association of Physics Teachers (AAPT) conferences and publish in peer-reviewed journals, contributing to the broader movement for more meaningful and equitable assessment in STEM education.

鈥淏eing a CATL Scholar is really about collaboration,鈥� Altmann said. 鈥淚t鈥檚 a chance to connect with colleagues who are also reimagining what teaching and learning can be.鈥�

For both professors, the project builds on decades of dedication to teaching excellence. Altmann has taught at Elon for 23 years, Kamela for 26. Together, they鈥檝e watched hundreds of students wrestle with physics鈥� abstract concepts. Many educators like them have seen how grading systems can either help or hinder real understanding.

鈥淧hysics is about curiosity and persistence,鈥� Kamela reflected. 鈥淲e want our grading to reward those same qualities 鈥� to make students feel that every step they take toward understanding matters.鈥�

In all, through this work, they hope to do more than improve a single course; rather, they aim to spark conversations about how assessment shapes learning at Elon and beyond.