Introduction: The SoTL Call and Response
Copyright (c) 2026 Pedagogical Inquiry and Practice https://creativecommons.org/licenses/by-nc/4.0
Review of What Is Wisdom and Can It Be Taught? Philosophical, Psychological, and Pedagogical Perspectives
Book review of What Is Wisdom and Can It Be Taught? Philosophical, Psychological, and Pedagogical Perspectives, edited by Eeva K. Kallio and Päivi Tynjälä. While the book is an introductory sketch rather than a comprehensive synthesis, it is a valuable and accessible entry point into wisdom pedagogy and a worthwhile addition to the field.
teaching, learning, teaching methods, wisdom model, higher education, pedagogy, learning theories, philosophy, psychology
Research Brief: A Class-Based SoTL Investigation of Senior Nursing Student Perceptions, Beliefs, and Behaviours Regarding Health Misinformation and Science Skepticism
<span class="NormalTextRun SCXW183933034 BCX8" data-ccp-charstyle="citation-407" data-ccp-charstyle-defn="{"ObjectId":"d9d90481-4a97-5dc3-ae01-4ec9ce8e5542|1","ClassId":1073872969,"Properties":[469777841,"Calibri",469777842,"Calibri",469777843,"Calibri",469777844,"Calibri",469769226,"Calibri",268442635,"22",469775450,"citation-407",201340122,"1",134233614,"true",469778129,"citation-407",335572020,"1",469778324,"Default Paragraph Font"]}">Rising misinformation and decreasing trust in science are currently a threat to public health and well-being. Nurses, and other health care professionals, have an obligation both to be able to inform themselves, evaluate information, and to be able to engage with patients, families and communities to counter this. To prepare nursing students to do this, we (a nursing instructor and a librarian) designed and introduced a three-hour class on the topic. For this scholarship of teaching and learning study we utilized a pre- and post-survey to assess students’ perceptions, beliefs, and behaviours related to their personal efficacy with electronic health literacy, their attitudes and beliefs about science, and their information/misinformation sharing practices. Statistical results of the study found minimal statistical difference pre- and post-class, but the individual item analysis and overall results provided a rich content for reflection on student learning and teaching.
nursing students, online health literacy, health misinformation, science skepticism
Cripping the Deadline: Disrupting Academic Ableism and Industrial Time in Journalism Pedagogy
Journalism education is anchored to rigid deadlines that are routinely framed as neutral markers of professionalism, rigour, and readiness for industry practice. This article argues that such temporal norms function instead as ableist disciplinary technologies that privilege speed, endurance, and bodily consistency while excluding students whose bodyminds operate outside industrial time. Bringing journalism studies into conversation with critical disability studies (CDS) and crip theory, this article reframes the deadline as a pedagogical choice rather than an inevitable professional necessity. This paper does not argue for the abandonment of deadlines, but for a broader understanding of journalistic competence that values temporal coordination, collaborative newsroom labour, ethical reflection, and access. Drawing on concepts of crip time, fluidity, and interdependence, it critiques transaction-based accommodation models and offers a structural reimagining of newsroom pedagogy. Through concrete strategies, including rolling deadlines, slow journalism approaches, and tiered participation, the article operationalizes temporal justice within production-based courses. By dismantling the “lone wolf” reporter myth and centring care-based collective intelligence, the article proposes a framework for liberatory access that deepens ethical practice and redefines journalistic competence beyond the limits of endurance and immediacy.
Creative WIL as Pedagogical Proof of Concept: A Scholarship of Teaching and Learning Research Brief on Non-Placement, Course-Embedded Work-Integrated Learning
As post-secondary institutions grapple with limited traditional practicum and professional placement opportunities and increasing calls for inclusive, practice-connected learning, there is growing interest in non-placement forms of work-integrated learning (WIL). This research brief presents Creative WIL as a pedagogical proof of concept situated within the scholarship of teaching and learning (SoTL). Creative WIL is a course-embedded, non-traditional WIL initiative that brings together Bachelor and Master of Education students and Engineering students to codesign and facilitate a three-day, strengths-based, project-based learning camp for Grade 7 youth. Using an iterative case study design informed by reflexive thematic analysis, this study examines how real-time pedagogical application, feedback loops, and co-design foster student agency, pedagogical fluency, and inclusive practice. Findings demonstrate collective learning across students and instructors, with participants describing the experience as hopeful, energizing, and generative for their own classroom practice. Through iterative delivery, the project also gave rise to the kinetic teaching and learning model, an emergent pedagogical framework aligned with self-determination theory. This brief contributes to SoTL by positioning Creative WIL as an iterative, course-embedded approach to pedagogical inquiry and a provocation for rethinking how pedagogy, practice, and inclusivity are integrated within course-based learning.
scholarship of teaching and learning, non-placement work-integrated learning, iterative case study, student agency, inclusive course design
Faculty of Education and Faculty of Engineering- Scholarship of Teaching and Learning
Can Assessment Be Kind? A Conversation About a Pedagogy of Kindness and Specifications Grading
This paper explores specifications grading as a practical application of a pedagogy of kindness within post-secondary education. Drawing on our SoTL conversation, we—as a university professor (Tai) and a student leader (Steven)—connect Eyler’s (2024) distinction between judgment-oriented evaluation and feedback-oriented assessment to emerging scholarship on the pedagogy of kindness (Denial, 2024; Stephens, 2023). Through this conversation, we consider how traditional grading practices frequently undermine two foundational elements of a pedagogy of kindness: clarity and learning support. Specifications grading offers an alternative model by clearly defining expectations, providing opportunities for revision, and emphasizing learning over point accumulation (Nilson, 2014). Our dialogue illustrates how this approach fosters transparency, reduces anxiety, and supports deeper engagement. From the student perspective, the approach fostered creativity, autonomy, and real-world engagement, culminating in the design of a campus-wide Kindness Week. From the instructor perspective, it supported iterative, authentic learning, while reducing grading ambiguity and enabling more meaningful feedback loops. Together, these perspectives position specifications grading as a system that supports academic quality while cultivating agency, resilience, and connection for both students and instructors.
specifications grading, pedagogy of kindness, assessment for learning, authentic learning
“You Keep Using That Word”: Gestural Disruption as Good Vibes in Higher Education
This conversation piece centres around the use of the word disruption in different post-secondary spaces. More specifically, this piece discusses how disruption has impacted the work of inclusion in relation to accessibility, justice, and decolonization, as disruption is a term that is not well defined and yet commonly used in academic discourse. The authors speak to the pedagogical and research impact that gaps in understanding of disruption can and do function as praxis, and how these perforated understandings show up in different spaces in our institutions. The focus of the discussion is to identify spaces where relationality and holistic awareness has been lost and substituted for a feel-good type of disruption framing that does not allow for the needed discomfort or difficulty required for the work of inclusion to happen. Referencing pedagogical guidelines such as Universal Design for Learning (UDL) and current technologies that are prevalent in post-secondary spaces such as large language models (LLMs), the authors challenge readers to imagine what disruption is contextually in their work, beyond just using that word. The piece ends with an encouragement to move beyond symbolic gestures towards accessibility, justice, and decolonization to real change, and the hope that can accompany change in post-secondary spaces.
disruption, decolonization, justice, accessibility, praxis
From Mentee to Mentor: Mentorship as a Relational and Transformative Practice in Undergraduate Education
This reflective essay explores academic mentorship as a transformative practice in higher education, drawing on my experiences as both a mentee and a mentor. Using an autoethnographic approach, I examine how effective mentorship grounded in trust, empathy, and intellectual rigour can shape personal and professional growth for both mentors and students. The essay situates these reflections within established theoretical frameworks, including Vygotsky’s social development theory (SDT), communities of practice (CoP), and the cross-cultural concept of guru–shishya parampara. I describe how the mentoring I received during my doctoral studies informed my current practices as a faculty member at a Canadian undergraduate institution, where mentorship extends from classroom engagement to collaborative research. The narrative highlights how authentic academic relationships promote confidence, agency, and a sense of belonging among students. Ultimately, I argue that mentorship, when practiced with intention and care, remains central to cultivating transformative learning experiences in an evolving higher education landscape.
Teaching Through TikTok, YouTube, and Moodle: The Instructional Design and Learner Engagement of Educational Nano-Videos
This study examined the use of educational nano-videos (short instructional video clips) ranging in length from 1 to 2½ minutes. Using a mixed-methods survey design in two rounds, data was collected from students across asynchronous and face-to-face delivery modes. The impetus for this study was influenced by cognitive load theory (Sweller et al., 1998), wherein our investigation assessed how minimalist instructional video design can enhance learner engagement by reducing extraneous information and enhancing content retention. Centred on the learner experience, students evaluated the videos and were asked about their preferred video platforms, ideal video length, and their perception of the effectiveness in reaching the learning outcomes. For preferred platforms, results showed a preference for YouTube in the face-to-face delivery section, while in the asynchronous classes, there was a preference for the video platform in the university’s learning management system (Moodle). Results also showed a preference for videos between 90 seconds and 4 minutes in length. The majority of respondents assessed the videos on a Likert scale from “not effective” to “very effective” in achieving learning outcomes. The qualitative feedback highlighted the importance of the video’s pace, clarity of fonts and colours, and limiting the video’s background music in video segments when dealing with complex material. The study’s findings highlighted the value of minimalist and clear nano-videos as a pedagogical tool necessary for today’s digitally engaged learner.
nano-videos, cognitive load theory, ultra-short videos, nano-learning
Nano-learning, Cognitive Load Theory, microlearning, instructional video
Educational technology, teaching & learning in postsecondary education, pedagogical innovation
Introduction to our First Issue: Spring and Flourishing
Copyright (c) 2025 Pedagogical Inquiry and Practice https://creativecommons.org/licenses/by-nc/4.0
Decolonizing Journalism Education: Integrating Global Indigenous Knowledge Systems and Upholding Educational Sovereignty
This essay explores the concept of decolonizing journalism education through the integration of Indigenous knowledge systems, focusing on educational sovereignty. Drawing from the story of my grandmother—an African Indigenous woman skilled in pottery, traditional medicine, and storytelling—it highlights how Indigenous knowledge offers a rich, immersive learning experience outside formal schooling. These practices, rooted in cultural heritage and holistic understanding, challenge the rigid structures of Western education. By integrating Michelle Bishop’s framework of Indigenous education sovereignty, which includes elements such as intergenerational reciprocity, agency, time, pattern thinking, country, and relationality, this essay advocates for an innovative and transformative approach to journalism education. The essay also uses the work of Indigenous scholars from Canada, Africa, Australia, and New Zealand to provide a global perspective on educational sovereignty. It argues for moving beyond simply adding Indigenous content to reimagining education that centres Indigenous ways of knowing. Through this framework, journalism programs can become more inclusive, fostering a dynamic learning environment that values deep cultural understanding and self-determination.
decolonization, journalism education, education sovereignty, Indigenous knowledge systems
A Review of The Artistry of Teaching in Higher Education: Practical Ideas for Developing Creative Academic Practice
The Artistry of Teaching in Higher Education: Practical Ideas for Developing Creative Academic Practice presents a definition of artistry and the characteristics of artistry in higher education. This review offers an overview of the book, including a summary of the chapters, which highlights the breadth and variety of topics covered. The reviewer analyzes how the book relates to her practice, both as an artist and educational developer, and outlines its strengths and shortcomings. The broader implications for higher education in a Canadian context are discussed, and the reviewer raises further questions for consideration with respect to artistry and its implications for educational development and SoTL.
Artistry in Teaching, Creative Professional Practice, Higher Education
Greater Realism in Authentic Assessments Promotes Student Motivation and Engagement
Student motivation is an important predictor of both performance and attitudes toward schoolwork. Higher levels of intrinsic, or autonomous, motivation are facilitated by high-impact teaching practices, including experiential learning and using authentic experiences and evaluations. The present study was inspired by instructor perception that students in their third semester in a four-year undergraduate design program were more engaged with, and more motivated by, one course project over another. Although both projects were authentic assessments, the preferred project had more realism, including real external stakeholders and context. We assessed students’ subjective experience while working with two projects taught in the same course over two years, where the projects varied in level of realism. Phase 1 of the study measured students’ intrinsic motivation for the two projects using a questionnaire based on the Intrinsic Motivation Inventory. Phase 2 of the study again measured students’ intrinsic motivation for the two projects after the less-preferred project was adjusted to be more realistic. This study showed evidence that students experienced higher levels of engagement and intrinsic motivation when working with more realistic projects involving real external stakeholders and context, compared to a project with less realism. Projects with real problems, goals, and outcomes seem to give students a higher sense of autonomy, competence, and relatedness than fictitious ones—improving their self-regulation, engagement, and well-being.
Experiences with Experiential Learning: Learning from Our Own Experiential and Conceptual Insights
Universities have been moving for decades toward experiential learning, evidenced by the rise of co-operative education programs, study abroad, and the integration of community partners into university course projects. Yet, experiential learning can also be enacted by faculty and students on a smaller scale. Immersing students into new experiences is an excellent base for learning, but it must be supported by other learning elements as well (e.g., critical reflection, integration with abstract concepts, application of new insights). According to experiential learning theory, it is the process of navigating dialectical tensions in connecting and transforming insights from both experience (feeling) and thinking (abstract concepts) that lies at the heart of learning. The experiencing and applying aspects of the learning cycle can be accomplished in many different ways, as can the reflection and thinking aspects of the cycle, and the process of moving through all four modes can be supported by faculty who can flexibly adapt and join students in a learning journey. In this SOTL conversation, we, a mature student with rich life experiences and diverse educational experiences (Linda) and a faculty member educated in experiential learning theory (Tiffany), explore some of our own experiences enacting experiential learning and reflect on what we’ve found contributes to an integrative learning experience. Along the way, we discuss our views on how emotional and social intelligence competencies can support the learning process.
Supporting Learner Development Through Self-Assessment
Given the scale and pace of change of sustainability challenges in the world today, it is vital for students to develop into expert learners who can assess their abilities and knowledge and identify future learning needs. Self-assessment is not a straightforward task and requires support to develop. The current study examined the effect of using self-assessment over time, combined with reflection, on students’ abilities to develop self-assessment skills. The study was conducted in an undergraduate course that uses project-based, problem-based learning to engage students in real-world projects regarding sustainability. The findings indicate that while students can engage in quantitative self-assessment, there are concerns with accuracy and metacognition. Reflection regarding their self-assessment contributes to addressing these issues. In addition, to be effective, students require guidance on how to recognize and explore what they do not yet know. Finally, they also need support in recognizing learning as an active process that occurs over time. This study frames self-assessment as a tool for developing informed judgment of their own learning and future learning needs rather than as a tool for summative assessment of past learning. Implications for future research are discussed.
Unmasking Chatbots' Multiple Personalities: A Student-Faculty Collaboration
Humans have long anthropomorphized non-human entities, attributing human characteristics to objects like cars, sports equipment, and dolls. This tendency has intensified with connected devices and generative AI tools that simulate human interactions, producing sophisticated, human-like responses. If AI tools were personified based on their interaction and communication styles, what personalities might they embody? How could they be visually represented? What pedagogical opportunities could they reveal? These questions initiated the first phase of a practice-led project exploring AI personifications through a creative, collaborative pedagogical approach involving design students and faculty members. During an undergraduate design course, the faculty-student team used several generative AI tools for a project and reflected on their interactions by identifying various personalities the AI embodied. Each personality was named, described, and visually represented using generative AI illustration tools. The team identified six AI personalities: the assistant, the angel, the erudite, the slacker, the bullshitter, and the stalker. This project aims to contribute to emerging discussions about AI integration in education by offering a creative approach to support students and instructors who are navigating rapidly evolving technological interactions. By anthropomorphizing AI interactions, the team sought to enhance understanding of human-AI dynamics and potentially help develop AI literacy skills. The team also explores and reflects on a pedagogical approach that emphasizes student and faculty collaboration, creating a shared learning environment through a creative knowledge-building activity. This article presents the first phase of the project, offering early findings, exploring potential educational implications, and presenting future research directions.
Internationalization of Education and the Experiences of International Students: What is Known
As the number of international students crossing borders from the Global South to study in the Global North continues to grow, there is a call for an appropriate response to the needs of this category of Canadian immigrants. Using the theoretical framework of border crossing, in this paper, I examine the historical and contemporary contexts of the internationalization of education and what is known about the experiences of international students. In this paper, I also utilize the ideas of border crossing to examine the links between the experiences of the borderlands by international students and the impacts on their multiple identities. In conclusion, I suggest a radical position instead of a rhetorical approach on issues affecting international students, which includes creating an inclusive environment that embraces openness to differences and fosters the true spirit of equity and diversity. A desirable approach is to build a learning environment that facilitates a sense of belonging for all students.
Artificial Intelligence in Nursing Education: Balancing Reluctance and Embracing Innovation
Integrating Artificial Intelligence (AI) into nursing education is an emerging trend that aligns with broader technological advancements in healthcare and academia. AI, the simulation of human intelligence in machines, offers significant opportunities to enhance personalized learning, competency-based assessments, and clinical reasoning development in nursing education. Tools such as the World Health Organization’s AI assistant S.A.R.A.H., Microsoft Copilot, and generative AI platforms such as ChatGPT illustrate the potential of AI to support diverse learning needs and foster deeper engagement. Despite these advancements, many nursing educators express hesitation regarding AI integration, citing concerns about academic integrity, ethical dilemmas, and the potential erosion of the human aspect of nursing education. This essay explores the opportunities and challenges associated with the use of AI in nursing education. It highlights how AI can enhance learning outcomes, generate NCLEX-style questions, facilitate skill development, and support educators in administrative tasks. However, ethical concerns such as data privacy, algorithmic bias, and accountability warrant attention. The essay presents support for the argument that AI tools should complement traditional pedagogy by emphasizing the importance of human empathy and ethical judgment in nursing practice.
Exploring the Impact of Customized Academic Technology Resources on First-Year University Students’ Digital Competency: Preliminary Results
In response to the growing demand for digital competency among university students, this study examines the effectiveness of customized academic technology resources in enhancing first-year students’ technology skills within a Canadian post-secondary context. Many incoming students struggle with essential academic technology due to limited digital literacy or unfamiliarity with specific tools. To bridge these gaps, we developed tailored resources to support their learning. This research employs a pre- and post-test comparison study to assess the impact of these resources. An intervention group with access to the materials is compared to a control group without access. By measuring changes in students’ technology skills and confidence, the study highlights the potential benefits of targeted support and discusses implications for improving students’ transitions to university.
Teaching, Technology, and Time: Revisiting Ellen Rose’s Call for Reflection in an AI Era
Ellen Rose’s On Reflection explores the importance of reflective thought in education, particularly in response to the technological shifts that have reshaped post-secondary teaching. She outlines three forms of reflection—reflection-in-action, reflection-on-action, and reflection-then-action—drawing from established concepts previously discussed in literature. While Rose grounds her arguments in interdisciplinary theory, including the work of Dewey and Schön, the latter half of the book adopts a nostalgic tone, advocating for a return to pre-digital modes of reflection—an era that no longer exists. This paper critiques that stance by addressing the current realities of post-secondary educators who must navigate bureaucratic barriers, limited time, and rapid technological advancement. These challenges demand ongoing pedagogical adaptation, often leaving little room for the deep, sustained reflection Rose calls for. Reflection remains essential but must be reimagined to align with contemporary constraints. As institutions respond to demands for accountability and innovation, reflective practice is increasingly sidelined, creating new tensions around academic integrity, assessment design, and student learning. This paper examines how educators can respond to the ethical and instructional challenges posed by AI while maintaining pedagogical integrity and calls for renewed institutional support for reflection as a foundational element of effective teaching and learning.
Teaching Methods, course and curriculum development
Teaching Students How to Succeed in Group Assignments
The ability of university students to function effectively as team members in group assignments is essential for their success as they transition to the workforce. For this reason, many universities have teamwork as a required learning outcome for their graduates. Researchers have identified both the problems university students encounter with group assignments and the solutions to these problems. However, one main issue remains—university faculty do little in the way of teaching their students how to work as a team on group assignments. This descriptive practice-based paper reviews the problems associated with university group assignments and provides solutions to these problems and curriculum guidance with specific suggestions on how faculty can teach students to work in group projects. These suggestions can apply to any university group assignment.
teaching methods, course and curriculum development