Marna Winter, �þ��� professor of education and associate director of �þ���’s Center for the Advancement of Teaching and Learning (CATL), will present two projects exploring student reflection, joy and engagement at the (SoTL) Summit, held virtually Sept. 16-18.

The conference brings together educators from colleges and universities across the United States and internationally to share SoTL research and approaches to �þ���. 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 new approaches to student learning.
In “When �þ��� Wonder, Instructors Learn: Building a Metacognitive Feedback Loop,” Winter will present alongside  professor of psychology and director of SoTL at the United States Air Force Academy.

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

Winter’s second presentation, “From Play to Pedagogy: Reflective Inquiry into Joy and Student Engagement,” explores how brief, intentional “mini play sessions” at the beginning of class can help students pause, connect and transition into learning. Drawing on student reflections and survey data, Winter’s ongoing SoTL 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, Winter’s two presentations reflect a broader focus on her active scholarship on creating learning environments that are responsive to students and attentive to how they experience the classroom.

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

This August, �þ��� hosted university and college educators from across the region and around the world for the 22nd Annual Teaching and Learning Conference. A free, hybrid event sponsored jointly by the Center for the Advancement of Teaching and Learning (�䴡�ճ�),��Teaching and Learning Technologies (TLT), and the Office of the Provost.

Nearly 70 educators attended the conference on Elon’s campus, including faculty from Queens University of Charlotte, providing an opportunity for educators to connect and exchange ideas. Hundreds more participated virtually from 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 virtually for the conference’s 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 �þ��� practices shape students’ abilities to adapt, think critically and thrive in the future. Presentation submissions addressed one of four related sub-themes: Technology and the Future of Learning, Foundations for the Future, Building Transferable Skills for Tomorrow, and Teaching Innovations.

�ճ����keynote address was given by director for curriculum transformation initiatives at , titled “Boldness by Design: Reimagining our University from the Classroom Out.” McGowan shared how universities might move from preserving tradition to designing new models, structures, and pathways toward the learning outcomes they seek 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 �þ��� strategies aligned with the conference’s themes, creating opportunities for both virtual and in-person participants to connect with colleagues and exchange ideas about the future of �þ��� and learning.

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

 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 scholars with expertise in the seminar topic, participants work together in smaller research teams to develop collaborative studies designed to advance research on engaged learning that can be applied across institutional and disciplinary contexts. Elon students, serving as , 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 return to Elon with their data and focus on analysis and next steps. The third and final meeting centers on sharing findings at CEL’s annual  and developing plans to circulate the research more broadly. This summer offered a snapshot of that full process, with one seminar at each stage.

First, in late June, participants in  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 going public with their research. 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 ‘26; Ben Krasnow ‘27; Kaz Kelly ‘27; and Jessie L. Moore, Director of CEL and Professor of English: Professional Writing & Rhetoric.

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

Then, in early July, CEL welcomed participants in  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. The 2026-2028 research seminar is led by Amanda Sturgill, associate professor of journalism; Aaron Trocki, associate professor of mathematics; Matthew Cornick ‘29, Mariama Kindie Jalloh ‘28; and Chiebuka Tor ‘28.

Finally, in mid-July, participants in returned to Elon for their second summer meeting. Having collected data during the previous academic year, teams spent their week together analyzing their findings and developing plans for the next stages of their research. The 2025-2027 research seminar is led by Ashley J. Holmes, associate vice provost for �þ��� and learning at Oregon State University, and author of “; Susan Hrach, a professional coach and author of 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; Sanai Crosby ‘28; and Amelia Weaver ‘28.

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

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

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

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

Thurnes has been an active participant and contributor to faculty development initiatives across the university. She has completed CATL’s Inclusive Teaching Certificate program and participated in the Neurodiversity Summer Institute, experiences that have informed her approach to creating inclusive and accessible learning environments. In addition, her work with the Center for Design Thinking as both a Curricular and Research Catalyst has provided opportunities to facilitate 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 �þ���, learning, and student success across the university.

As Pedagogy Fellow, Thurnes will work closely with CATL colleagues to develop workshops, consultations and resources that support faculty �þ��� graduate 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 �þ���. Through this work, she hopes to create meaningful opportunities for faculty to share ideas, reflect on their �þ���, and implement evidence-based strategies that enhance student learning and success.

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

This year’s SoTL showcase brings together interdisciplinary projects exploring topics such as students-as-partners collaborations, equity and belonging in STEM, global approaches to intercultural learning and integrating GenAI into �þ��� and learning.

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

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

����������Գپ��Բ����ٳ����Center for Writing Excellence, Shannon Duvall, professor of computer science and interim associate dean for College of Arts and Sciences will present her project “Exploring Large Language Models for Teaching and Accessibility.”

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

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

Elon’s presence was visible across posters, papers, roundtables, and workshops throughout the conference, reflecting the breadth of scholarly �þ��� on campus.

Presentations included:

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• “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 – Exploring Lingering Questions with I Wonder Projects” by Marna Winter, associate �þ��� 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 �þ��� professor of wellness

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• “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

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• • “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   

• “Creating Institutional Cultures that Center SoTL: Continuing an Exploration of “Visions of the Possible” 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 

Together, these sessions illustrate the depth and diversity of Elon’s recent contributions to the international landscape of the scholarship of �þ��� 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 �þ��� and learning on campus. Elon’s strong presence at ISSOTL 2025 reflects the culture of inquiry, collaboration, and innovation that shapes the institution’s approach to engaged learning.

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

“We want assessments to be part of the learning process, not just the end of it,” said Kamela. “�þ��� learn more deeply when they know exactly what they’re expected to master.”

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’ve 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.

“Traditional grading can let students ‘get by’ without true mastery,” Altmann said. “We’re building a system that makes learning the focus.”

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.

“Being a CATL Scholar is really about collaboration,” Altmann said. “It’s a chance to connect with colleagues who are also reimagining what �þ��� and learning can be.”

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

“Physics is about curiosity and persistence,” Kamela reflected. “We want our grading to reward those same qualities — to make students feel that every step they take toward understanding matters.”

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.