Classroom Connections: SoTL in Action bridges the gap between the scholarship of teaching and learning research and teaching practice. Each month, we highlight a significant SoTL article, breaking down what researchers discovered and offering practical ways to implement these findings in your classroom. Our concise summaries answer two essential questions: "What did the researchers do and find?" and "How might you use this research in your teaching?" Join us as we translate evidence-based insights into actionable teaching strategies that can enhance student learning across disciplines.
Interested in contributing to the blog? Contact us at ctse@suffolk.edu.
December 2025/January 2026
As we begin a new semester, the syllabus becomes the foundational document that sets the tone for our courses. But in an age of learning management systems like Canvas and Blackboard, is the traditional syllabus document still necessary?
November 2025
Can eliminating letter grades actually improve student learning in challenging STEM courses? New research on 'ungrading' shows how replacing grades with feedback and revision opportunities reduced student anxiety while maintaining academic rigor—and offers practical strategies you can implement in your own courses.
September 2025
While many instructors collect student feedback at the end of term, research increasingly shows that midterm feedback processes offer far greater potential for meaningful change. This study examined whether teaching changes made following midterm student feedback are sustained beyond the immediate term, revealing that such interventions create ripple effects extending from individual instructors to entire educational ecosystems. Through interviews with 26 university faculty members, the researchers discovered that midterm feedback not only improves courses in real-time but also transforms teaching practices, departmental cultures, and institutional approaches to teaching and learning.
August 2025
This post explores the critical balance between compassion and structure in classroom policies. Holtzman, Whitehead, and Welch's (2023) research with 43 university faculty during COVID-19 reveals that extremely lenient policies can actually harm student learning, finding that the most effective approach combines flexibility with clear boundaries to support both student success and academic outcomes.
July 2025
This post examines a white paper from two creative writing professors at Oregon State University on their within-subjects design study of Creative Writing students using AI in their assignments. The study was to explore the impact of AI on student creativity. The results showed AI could be helpful for some students but only when combined with instructor guidance.
May 2025
This post examines a simple yet powerful classroom intervention: incorporating a 30-minute unstructured break during a three-hour lecture. Kell's (2024) research reveals how teacher education students responded to this wellness practice, finding that intentional breaks can combat cognitive fatigue and improve learning outcomes.
