Scholarship of Teaching and Learning Commons^™

Strengthening Our Pedagogy Together: A Methods Instructor And Her Former Student Partner To Promote Agency In The Secondary Writing Classroom [Special Issue], Michael Rojas, Kate Sjostrom

Teaching/Writing: The Journal of Writing Teacher Education

In many English classrooms today, writing instruction is reduced to templates and formulas, robbing students of agency, voice, and transferable skills. This article describes a collaboration between a writing methods course instructor and one of her former students bent on proving that what they believe makes for solid writing instruction—a sometimes messy process involving choice and authentic purpose and audience—works. Documenting development of a new secondary writing course and a project to introduce the course’s methods to pre-service teachers, the authors recount barriers they encountered, strategies they developed for overcoming them, and issues they are still grappling with. In the …

“Ummm I Don’T Know If I Took A Writing Methods Course”: Learning From In-Service Teachers Revisiting The Methods Course, Christina Saidy, Isabelle Alize Meza, Talia Baca

Teaching/Writing: The Journal of Writing Teacher Education

In this article two teachers and their writing methods professor explore the challenges of the traditional methods course. In sharing the teachers’ experiences of retaking the methods course, they argue for the need to consider ways that practicing teachers can revisit the methods course to develop sustainable practices for the teaching of writing in secondary schools.

The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas

Teaching/Writing: The Journal of Writing Teacher Education

This article examines how secondary English teachers understand and implement writing pedagogy in their classrooms years after completing a writing methods course. Through reflective interviews and written responses from teachers in their fifth through seventh years of practice, we explore the tensions between pedagogical ideals learned in teacher preparation and the institutional pressures of contemporary schooling. Key themes include the influence of standardized testing on writing instruction, the challenge of maintaining process-oriented approaches amid curriculum standardization, and the ways teachers adapt their methods course learning to their specific school contexts.

“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo

Teaching/Writing: The Journal of Writing Teacher Education

In this dialogic essay, a teacher educator and two early career teachers discuss the influence of a writing methods course on their pedagogy in practice. The conversation focuses on a digital testimonio task that instilled values the early career teachers continue to bring to their teaching, including an expanded conception of what counts as writing and a critical, humanizing approach to literacy education. Moreover, the challenges they experienced as preservice teachers when composing a digital text helped them to see the value of a scaffolded writing process, demonstrating the value of experiential learning. While the digital testimonio project itself was …

Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly

Teaching/Writing: The Journal of Writing Teacher Education

In this article, a teacher educator and two early-career teachers reflect on a Teaching Writers methods course the teachers took as part of their teacher education program. In the course, the two teachers developed their own writer identities and took part in a writing community. The teachers discuss ways they have brought those experiences into their classrooms and adapted the experiences for their students and contexts.

Writing From Our Lives: From Reading Like Writers To Personal Narrative Writing, Julianna Kershen, Sarah Relja, David Mackowski, Grace Rhodes

Teaching/Writing: The Journal of Writing Teacher Education

This article describes the design and use of writing opportunities for preservice teacher candidates enrolled in English Language Arts education coursework. Based in the practice-based teacher education principle that preparatory coursework include implementation activities, we describe how preservice candidates engaged in the study of writer’s craft through immersion in mentor texts through close reading, annotation, and free response writing. This article highlights the benefits of such opportunities for preservice teacher-writers, as they (re)see themselves as active writers and reflect on their personal writing histories. Three preservice candidates share their writing as a means of celebrating their own beliefs and experiences …

From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer

Teaching/Writing: The Journal of Writing Teacher Education

This study investigates the written feedback practices of secondary English Pre-Service Teachers (PSTs) to understand how their values regarding "good" writing influence their comments on student work. Through analysis of feedback on 10th-grade writing samples and value-sorting surveys, the study examines their feedback tendencies and the links with their values. Findings indicate a significant shift over the semester from a directive, deficit-based "corrector" stance to a facilitative, asset-based "reader" stance. The data suggests that when PSTs lack specific metalinguistic language, they default to generic advice or mechanical correction. However, when instructed to align their feedback with their core writing values, …

Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton

Teaching/Writing: The Journal of Writing Teacher Education

This article examines the Concept Exploration Essay assignment in a writing studies course that encourages PSTs to explore and question writing theories as they connect to their own experiences and understandings. The focus of the course is to develop an understanding of the self as a writer and as a future writing teacher through practical application of composition theory. Students are invited into the Burkean Parlor and enter the conversation as scholars. The students explore, question, and trouble complex writing theories in a dialogic classroom. PSTs leave the course empowered with the knowledge they can allow their future students the …

Introduction: Echoes, Effects, And Resonance: Examining The Writing Methods Course, Elizabeth Thackeray Nelson, Erinn Bentley, Jonathan E. Bush

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Feasibility Of An Onboarding Program To Facilitate The Transition From Practitioner To Educator, Jennifer R. Washko, Nancy E. Krusen

Innovations in Health Sciences Education Journal

The study examined the feasibility of a faculty onboarding program to support the transition from practitioner to educator. Researchers applied Orsmond’s feasibility objectives (2015). We applied the theoretical model of Occupational Adaptation to analyze program data using Relative Mastery Scale (RMS) scores and satisfaction surveys (n=11). Evaluation suggested program processes were feasible, with outcomes indicating statistically significant change (p < .05) in participants’ perceived effectiveness, efficiency, and satisfaction. Evaluating feasibility supports the implementation of onboarding programs. We recommend additional study to consider the usefulness of onboarding for health or social service professionals transitioning to faculty roles.

Review Of Supernatural: A History Of Television’S Unearthly Road Trip By Erin Giannini, Duane Ebesu

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

No abstract (book review)

The Question Is A Node: Online Quizzes As Interactive Non-Fiction, Michael Merriam

ELO (un)supervised 2026

The quiz is the most widely deployed form of interactive text in education. Even when it is not digitally administered, it presents a prompt, receives a response, and contains within it a formula determining the consequences of that response. A wrong answer is taken as a failure of learning (not mere recall) and, by virtue of their quasi-digital objectivity, a batch of low quiz scores might warn of difficulty in reaching benchmarks. Ergo, quizzes embody the automation of the supervisory function of the instructor, and the supervision of curricula. 

Quiz questions have something in common with nodes in digital interactive …

Listening To Learn: Preservice Teachers’ Voice On What Matters Most In Their University Preparation Programs, David Wolff, Scott Klimek, Elizabeth Y. Dale

The Interactive Journal of Global Leadership and Learning

This study explores the perspectives of preserviceteacher candidates on the topics in education they perceive as the most important and urgent as they prepare for their first year of teaching. Utilizing quantitative methodology, the study aims to identify and prioritize educational topics sixty (n = 60) preservice teacher candidates believed were critical to their professional development. Participants are asked to rate the topics based on two criteria: urgency and importance. Each topic is rated on a scale from 0 to 5, where 0 indicated unfamiliarly with the topic, 1 indicated low urgency or importance, and 5 indicates high urgency …

Collaborating With Our Ai Research Companion: Exploring The Use Of Microsoft Copilot To Conduct Inductive And Deductive Coding In Qualitative Research, David Wolff, Melissa Wolff, Mark Diacopoulos

The Interactive Journal of Global Leadership and Learning

Higher Education faculty balance time in teaching, scholarship, and service, along with many other duties in their roles (Office of Occupational Statistics and Employment Projections, 2024). In our efforts to be stewards of our time and craft, faculty look for ways to be more efficient in these areas. With the increase of Artificial Intelligence (AI) in our personal and professional lives, this paper discusses the use of Generative Artificial Intelligence (GAI), Microsoft Copilot, as an analytic tool in the qualitative data analysis process. Qualitative data was collected from transcripts of recorded meetings and an online journal that included text and …

Preparing Teachers To Read The Data: Strengthening Data Literacy For Early Literacy Decision-Making, Tevia Q. Strand

The Interactive Journal of Global Leadership and Learning

Teachers are increasingly expected to use literacy screening and benchmark data to guide instruction, identify student needs, and participate in multi-tiered systems of support. However, pre-service and early-career teachers may enter the profession without sufficient preparation to interpret assessment data or connect benchmark patterns to instructional action. This white paper examines the gap between teacher preparation and the realities of K-12 data use, with particular attention to early literacy decision-making. Drawing from Bradbury’s discussion of teacher preparation and the changing realities of education, this paper argues that data literacy is an essential part of preparing teachers for equitable classroom practice. …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

Sitting Together: How Proximity Impacts The Classroom Success Of Undergraduate Women In Engineering, Cassandra M. Savukinas, Kayla D. Taylor, Ashley Lear

Feminist Pedagogy

Despite increased efforts, the engineering field remains predominantly male, particularly within higher education environments. Seating arrangements in the classroom for female undergraduate engineering students can greatly impact their comfort, participation, and academic performance in the classroom. In a 2025 study, it was found that male and female students have differing experiences related to comfort, participation, and academic performance when seated near other students of the same gender (Savukinas et al., 2025). Faculty can help students succeed by understanding how seating dynamics impact students’ experiences in the classroom. By allowing students to choose their own seating arrangements and creating interactions in …

Ai Pedagogical Enactment Framework (Ai-Pef): A Framework For Shared Pedagogical Enactment Of Artificial Intelligence, Rashan E. Isaac

Departmental Papers (TE)

Artificital Intellegence (AI) has rapidly transformed teaching and learning for K-12 and higher education yet limitied guidence exits on how AI-grounded pedagogical enactments are devloped, observed, become sustainable, and extended over time. This paper introduces the AI Pedagogical Enactment Framework (AI-PEF) — a framework for shared pedagogical enacment of artificial intellengence. Shared pedagogical enactment is conceptualized as the process through which educators and eductional organizations developed a shared language, expectations, and practices for a given initative. AI-PEF is composed of six interconnected levers (Citation, Alignment, Application, Evaluation, Integration, and Extension), togeather providing a shared language for regnition and evalustion of …

Student Perspectives On Professionalism In The Academic Classroom: Examining Instructor Traits And Student Preferences At A U.S. Service Academy, Jason Lackey, Justin White

The Journal of Values-Based Leadership

At the US Air Force Academy, student developmental paths occur under both military and academic components. The academic component includes the typical collegiate coursework taught by a combination of civilian and military instructors. In this study, we explored student values of instructor leadership traits and practices that influence the classroom culture. We found that overall, the instructor’s degree of academic knowledge (distinguished from military knowledge), their ability to clearly communicate class content, and ability to inspire student participation ranked highest. Conversely, the instructor clearly communicating military responsibilities, their professional etiquette, and providing constructive feedback pertaining to military bearing ranked least, …

Peer-Peer Mentoring In Undergraduate Medical Education (Ume): Scoping Review Of Us-Based Medical Schools, Sakshi Sehgal, Jordon Brinkley, Andrea Kadima, Sydney Wright, Nicole Winston Ms, Pharmd, Edd

Journal of the Georgia Public Health Association

Background: Mentorship plays a formative role in undergraduate medical education (UME) From shaping professional outcomes to developing longitudinal personal relationships, various forms of mentorship can influence student progress meaningfully, particularly for students from underrepresented or marginalized backgrounds. Though faculty-student mentorship has been readily investigated, limited knowledge exists regarding peer-peer mentorship structures, particularly within UME in the American medical education model. This scoping review sought to investigate existing peer-peer mentorship models, as well as report on the need for further mentorship within this realm in UME.

Methods: This scoping review employed Arksey and O’Malley’s framework. We conducted a systematic and comprehensive …