See our full episode notes at https://www.centerforengagedlearning.org/classroom-architecture-pedagogical-strategies-and-cell-phone-use/

This episode features an open access article exploring how classroom architecture and instructor pedagogical strategies impact students' cell phone use in class:

Harris, Isabel, and Melinda Lanius. 2025. “The Impact of Classroom Architecture and Pedagogical Strategies on University Students’ Disruptive Phone Usage in Calculus.” Teaching and Learning Inquiry 13 (August):1–16. https://doi.org/10.20343/teachlearninqu.13.39

This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric at Elon University.

60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Music: “Cryptic” by AudioCoffee.

Cell phone image in episode art by wayhomestudio on Freepik.

See our full episode notes at https://www.centerforengagedlearning.org/the-role-of-trust-in-peer-support-programs/.

This episode features an open access article exploring how peer support initiatives can facilitate meaningful relationships and sense of belonging when they attend to social connection, shared experience and culture, and interpersonal trust:

Hamshire, Claire, Mimi Benjamin, and Alan Soong Swee Kit. 2025. “What Is the Role of Trust in Peer Support Schemes for Underrepresented Students?” Teaching and Learning Inquiry 13 (January): 1–16. https://doi.org/10.20343/teachlearninqu.13.8.

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: "Keep Going" by AudioCoffee

Photo in episode art by Christina @ wocintechchat.com on Unsplash

See our extended episode notes at https://www.centerforengagedlearning.org/metacognitive-intervention-and-student-success/.

This week’s episode focuses on a metacognitive intervention for first-year students on academic probation and features an open access article from Teaching & Learning Inquiry:

Swanson, Holly J., and Bryan Dewsbury. 2024. "The Impact of a Metacognitive Intervention on Student Experiences and Success in an Academic Probation Program for First-Year Students." Teaching & Learning Inquiry 12. https://doi.org/10.20343/teachlearninqu.12.26

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. The photo in the featured image for this episode is by Compare Fibre on Unsplash.