See our full episode notes at https://www.centerforengagedlearning.org/empowering-students-future-planning-for-success/

How can we help students move toward more intentional future planning for who they want to become? This episode features an open-access article about supporting post-secondary students’ identity exploration, intrinsic motivation, and future planning:

Hsu, Wan-Chen. 2026. “From Identity Exploration to Future Planning: Empowering Students for Success.” Teaching & Learning Inquiry 14: 1-19. https://doi.org/10.20343/teachlearninqu.14.6

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.

See our full episode notes at https://www.centerforengagedlearning.org/exploring-genais-potential-as-a-sotl-partner/.

What might it look like to treat generative AI as a partner in scholarship of teaching and learning? This episode features an open-access article that examines how SoTL scholars can integrate large language models—tools like ChatGPT, Claude, and Copilot—into research in ways that strengthen, rather than erode, scholarly integrity:

Miller-Young, Janice, Lauren Hays, and Brett McCollum. 2026. “Exploring GenAI’s Potential Contributions as a Partner in SoTL Research: The Practice Model.” Teaching & Learning Inquiry 14: 1-19. https://doi.org/10.20343/teachlearninqu.14.7

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.

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.

See our full episode notes at https://www.centerforengagedlearning.org/the-agility-imperative-for-career-readiness/.

What do employers actually think about higher education’s role in preparing students for an uncertain future? This episode features the latest employer report from the American Association of Colleges and Universities:

Finley, Ashley. 2025. The Agility Imperative: How Employers View Preparation for an Uncertain Future. American Association of Colleges and Universities. https://www.aacu.org/research/the-agility-imperative

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 katemangostar on Freepik.

See our full episode notes at https://www.centerforengagedlearning.org/student-engagement-with-genai-brainstorming/.

How can generative AI support student brainstorming without replacing thinking, voice, or agency? This episode highlights an open-access article about a GenAI-enabled brainstorming app used in an interdisciplinary writing course:

Chia, Joanne, and Angela Frattarola. 2025. “A Design-Based Approach to Analysing Student Engagement with a GenAI-Enabled Brainstorming App.” Computers and Education: Artificial Intelligence 9. https://doi-org.elon.idm.oclc.org/10.1016/j.caeai.2025.100468

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 was created by ChatGPT 5.2, using the prompt, "Please create a landscape-orientation image depicting what 'Nudgy,' the GenAI tool described in this article, might look like." Feedback prompted ChatGPT to "Please revise to reduce the text on the screen, and the center Nudgy and his speech bubble on the computer screen."

See our full episode notes at: https://www.centerforengagedlearning.org/student-project-ownership-in-vertically-integrated-projects/

How can Vertically Integrated Projects—VIPs—be designed so students don’t just participate in research, but feel genuine ownership of it? This episode features an article that explores how a biology VIP courses supported undergraduates in developing project ownership through agency, mentorship, and problem-solving:

Wozniak, Kasey L., Anna S. Grinath, Heather J. Ray, and Devaleena S. Pradhan. (2025). “Cultivating Student Project Ownership: Recommendations for VIP Instructors.” Scholarship and Practice of Undergraduate Research 8 (3), 38-48. https://doi.org/10.18833/spur/8/3/5

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 Freepik.