Scholarship of Teaching and Learning Repository
The Scholarship of Teaching and Learning (SoTL) repository is a collection that represents the intersections between teaching and research through peer-reviewed scholarly publications on and about teaching and learning practices.
To support the mission of the Center for Teaching Excellence—which is to provide professional development opportunities that foster success in teaching and learning through reflective, collaborative, and learner-centered practices with faculty members, staff, and students at UTRGV and beyond—we draw on impactful and quality scholarly research on the scholarship of teaching and learning (SoTL).
What is SoTL?
SoTL is the study of effective teaching and learning through research and reflection, as well as disseminating findings through publications, presentations, and conferences.
Definitions include:
- “Problem posing about an issue of teaching or learning, study of the problem through methods appropriate to the disciplinary epistemologies, applications of results to practice, communication of results, self-reflection, and peer review.” – Cambridge, 2001
- “Ongoing learning about teaching and the demonstration of such knowledge.” – Kreber & Cranton, 2000
- “Basing our teaching practices on the Scholarship of Teaching and Learning (SoTL) enables us to move beyond trial-and-error approaches in our teaching...at a more fundamental level, it also enables academics to take seriously—according to the values of the academy itself—the work of teaching.” – Sievers, 2015 (citing McKinney, 2007)
Why This Matters
By creating a space to collectively showcase SoTL work, we aim to support and highlight UTRGV scholars who engage in SoTL-related scholarly publications. This repository will build collective and transdisciplinary awareness of how teaching and research intersect through quality, peer-reviewed, and impactful publications.
Ultimately, the SoTL repository will:
- Serve as a resource for scholarly reference and inspiration.
- Inform evidence-based, growth-oriented teaching and learning practices across disciplines.
Interested in contributing?
If you would like to add your peer-reviewed scholarly research pieces to the SoTL repository collection, please contact us at cte@utrgv.edu.
Submissions from 2025
Exploring Dissertation Chairs’ Lived Experiences with Dissertation Students at a Hispanic-Serving Institution, Javier Cavazos Vela, Valerie Leija, Alma D. Rodríguez, Elizabeth Zamora, Federico R. Guerra, and Angelica Gonzalez
Engaging Latinx students in scientific inquiry and metacognition through authentic STEM experiences, Angela M. Chapman, Uma Ganesan, Mario Almanza, Lluvia Garcia, Yailen Gomez, and Isabel Amaro
Ethical AI in Teacher Preparation: Exploring Mindsets to Transform Practice, Joseph Rene Corbeil, Leticia De Leon, and Maria Elena Corbeil
Predictors of nursing students' stress, anxiety, and depression during the COVID-19 pandemic in a Hispanic-serving University in South Texas: A cross-sectional study, Maria I. Diaz, Eleftherios Gkioulekas, and Nancy Nadeau
Examining One-Way Dual Language Elementary Latinx Bilingual Learners’ Trajectory on a State Standardized Reading Assessment, J. Joy Esquierdo and Isela Almaguer
Exploring Hispanic-Serving Institution (HSI) Faculty Members’ Experiences with Culturally Sustaining Teaching Practices, Federico Guerra Jr., Clarissa L. Salinas, Javier Cavazos Vela, Valerie Leija, and Elizabeth Zamora
Examining the mediating role of reading amount between reading motivation and reading comprehension among American college students: ethnic similarities and differences, Hitomi Kambara, Yu-Cheng Lin, Hung-Chu Lin, and Po-Yi Chen
Working with physical and virtual manipulatives: A systematic review of affordance and cognitive engagement manifested through implementation, Seokmin Kang, Chun-Hao Chang, and Sungyeun Kim
Leveraging an Arts-Based Approach to Foster Engagement, Nurture Kindness, and Prevent Violence, Yok-Fong Paat, Diego Garcia Tovar, Nathan W. Myers, Max C. E. Orezzoli, Anne M. Giangiulio, Sarah L. Ruiz, Angela V. Dorado, and Luis R. Torres-Hostos
Three-Dimensional Learning through Phenomenon-Based Science Education and Its Application via the Collapsed Container Phenomenon, Maryam Saberi and Noushin Nouri
Preservice Secondary Teachers’ Mathematical Knowledge for Teaching: Focus on Reflective Practice, Bima Sapkota and Brooke Max
Submissions from 2024
A model for play in the preschool curriculum: A phenomenological study, Saber Abdolmalaki, Mahboubeh Khosravi, Noushin Nouri, and Mostafa Ghaderi
Leaders’ Perspectives on Approaches and Challenges in Enacting Faculty Vitality in the Contemporary Landscape of Academic Medicine: A Deductive Thematic Analysis, Jennifer L. Allie, Robert Tillman, Beatriz Tapia, Elza Mylona, Koko Aung, and Janet F. Williams
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures, Pauli Badenhorst, Sandra I. Musanti, Veronica L. Estrada, Patricia Robles, and Amy Montoya
Teaching Philosophy Statements: The Impact of a Culturally Relevant Pedagogy Faculty Learning Community at a Hispanic Serving Institution, Alyssa G. Cavazos, Cristina Trejo, Javier Cavazos Vela, Stephanie Garza-Ochoa, Yaritza Marin, and Alexis Racelis
Editorial note: Designing microlearning for how people learn, Joseph Rene Corbeil and Maria Elena Corbeil
Post-Baccalaureate Research Experiences for Students at Two Hispanic-Serving Institutions (Experience), Dessaray Monique Gorbett, Benjamin C. Flores, Cristina Villalobos, Sara E. Rodriguez, Ariana (Ari) Arciero, and Josef A. Sifuentes
Constructing a Professional Identity: Nonnative English-Speaking Teachers in First-Year Writing Courses, Marcela Hebbard
Reimagining teaching and learning in STEAM: Cultivating sustainable symbiotic relationships among faculty and students at an HSI, Karin A. Lewis, Miryam Espinosa-Dulanto, Vejoya Viren, David Martinez-Prieto, and Silvia Solis
Exploring Integrated Active Learning Practices in an Accelerated Fully Online Graduate-Level Course at a Hispanic Serving Institution, P. Ming-Tsan Lu and Seokmin Kang
Developing a Bilingual Health Education Program to Identify and Address Healthcare Misinformation in a Border Community, Sara Mansour, Nathan Holland, Sergio Saucedo, Amadeus Ramirez, Mariela Lane, Joshua Salisbury, Komal Marwaha, Lorena Fernandez, Jesse Allen, and Ricardo Belmares
A community-engaged interprofessional project led by medical students, school of social work students, and resident physicians: lessons learned and recommendations for success, Sabrina Orta, Daniela Santos Cantu, Giuiseppe Allan Fonseca, Luis R. Torres-Hostos, and Chelsea Chang
Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection, Bima Sapkota and Amanda Huffman Hayes
Submissions from 2023
Innovating with in-service mathematics teachers’ professional development: The intersection among mixed-reality simulations, approximation-of-practice, and technology-acceptance, Jair J. Aguilar and Seokmin Kang
Honrando Voces Diversas: A Framework for Equity-Minded Teaching Partnerships, Alyssa G. Cavazos and Lesley Chapa
Advancing a Transnational, Transdisciplinary and Translingual Professional Development Framework for Teaching Assistants in Writing and Spanish Programs: An Update, Alyssa G. Cavazos, Marcela Hebbard, José Esteban Hernández, Crystal Rodriguez, and Geoffrey Schwarz
Student perceptions of community-engaged scholarship courses: Developing a sociolinguistic corpus on the U.S.–Mexico Border, Katherine Christoffersen, Aubrey Villanueva, and Ryan M. Bessett
The effect of microlearning and multimedia design on knowledge and skills acquisition of students in e-courses, Rene Corbeil, Didem Tufan, and Maria Elena Corbeil
Behavior analysis in college classrooms: A scoping review, Emily S. L. Curiel, Michael P. Kranak, Cheryl Fielding, Hugo Curiel, and Megan M. Miller
Roadmap to glory: scaffolding real analysis for deeper learning, Timothy Huber, Josef A. Sifuentes, and Aaron T. Wilson
Analyzing Cooperative Learning Thematically: An Exploratory Case Study With a Composite Qualitative Model, Zhidong Zhang and Liza Ramos
Exploring a Cooperative Learning Model With a Mixed Methods Design, Zhidong Zhang and Liza Ramos
The Exploratory Sequential Design With Generalized Linear Models for the Learning Strategy Analysis, Zhidong Zhang and Liza Ramos
Submissions from 2022
Exploring translanguaging events through a multilingual writing course design, Alyssa G. Cavazos
Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution, Alyssa G. Cavazos and Sandra I. Musanti
Eliciting Youth Digital Mathematics Stories: The Impact of a Digital Mathematics Storytelling Summer Camp Experience, Theodore Chao, Melissa Adams Corral, Ayse Ozturk, Ho-Chieh Lin, and Anga Hidayat
It Helps to Know Spanish: A Multicultural Approach by Tapping into Latinx Learners’ Native Language to Learn Science, Angela M. Chapman and Patricia Alvarez McHatton
Digital transformation of higher education through disruptive pedagogies: Wrapping a course around a course to promote learner agency, Maria Elena Corbeil and Rene Corbeil
Understanding SEL to Create a Sense of Belonging: The Role Teachers Play in Addressing Students’ Social and Emotional Well-Being, Blanca N. Ibarra
The Nomadic Curriculum for the Digital Age, Blanca N. Ibarra and Brittni K. Kalich
Preparing Teachers In Clinical Field Experiences Through Improvement Science: A Conceptual Analysis, Lucinda M. Juárez, Melissa Mosly Wetzel, Samuel R. Brower, Patsy Y. Sosa-Sánchez, Criselda Garcia, Veronica L. Estrada, Denise Davila, Erinn Whiteside, and Kerry Alexander
Developing Awareness Around Language Practices in the Elementary Bilingual Mathematics Classroom, Gladys Krause, Melissa Adams Corral, and Luz A. Maldonado Rodríguez
An Active Learning Didactic Proposal with Human-Computer Interaction in Engineering Education: A Direct Current Motor Case Study, Alejandro Said, Luis C. Félix-Herrán, Yasser A. Davizón, Carlos Hernandez-Santos, Rogelio Soto, and Ricardo A. Ramírez-Mendoza
Lessons Learned: Effective Reading Practices For The Struggling Reader, Maria M. Salaiz, Marie Simonsson, and Velma D. Menchaca
A Mentoring Network for Novice and Experienced Music Teachers: Concept, Design, Outcomes, and Recommendations, Kristina R. Weimer and Daniel J. Albert
Submissions from 2021
High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy, Jair J. Aguilar
Developing Professional Dispositional Resilience Among Teacher Candidates: Reframing Chaotic Experience as Resource for Teacher Learning, Pauli Badenhorst
Historias Americanas: Implementing Mexican American Studies in K-12 Social Studies Curriculum in the Rio Grande Valley, Maritza De La Trinidad, Stephanie Alvarez, J. Joy Esquierdo, and Francisco Guajardo
Validating the adult motivation for reading scale with Japanese college students, Hitomi Kambara, Po-Yi Chen, Sachiko Adachi, and Yu-Cheng Lin
Learning to Teach in Mixed-Reality Simulated Virtual Environments at a Hispanic Serving Institution (HSI), Veronica Lopez-Estrada, Carmen Pena, and Denise Love
Science identity and Hispanic students in science, technology, engineering, and mathematics (STEM), Sharon Schembri and Joanne Rampersad-Ammons
Submissions from 2020
Communities of Practice Along the Texas-Mexico Border: A University and School District Leadership Partnership, Jesus Abrego
Exploring the relationship among teacher support, Advanced Placement coursework, and Latina/o students’ college and vocational self-efficacy, Javier Cavazos Vela, A. Stephen Lenz, Eunice Lerma, Jeremiah Fisk, Rebekah Guardiola, and Michelle Cavazos
A Review of Clinical Informatics Competencies in Nursing to Inform Best Practices in Education and Nurse Faculty Development, Tracia M. Forman, David A. Armor, and Ava S. Miller
Becoming Transfronterizo Collaborators: A Transdisciplinary Framework For Developing Translingual Pedagogies In Wac/Wid, Marcela Hebbard and Yanina Hernández
Improving Students’ Learning and Performance Using Mock Tests in Engineering Classes, Mohammad R. Hossan and Nazmul Islam
Professional development for mathematics teacher education faculty: Need and design, Billy Jackson, Shandy Hauk, Jenq Jong Tsay, and Alma Ramirez
Boot camp–style teacher workshops to incorporate hands-on activities in agricultural sciences, Jasleen Kaur and Rupesh R. Kariyat
Culturally Relevant Care Through the Lens of Duoethnography, Jacqueline B. Koonce and Karin A. Lewis
Collaboration of Researchers and Stakeholders: Transforming Educator Preparation, Bobbette M. Morgan, Alma D. Rodríguez, Irma S. Jones, James A. Telese, and Sandra I. Musanti
Transformando La Clase Universitária: El Uso De Photovoice Como Herramienta Metodológica [Transforming the University Classroom: The Use of Photovoice as a Methodological Tool], Sandra I. Musanti and Bettina Steren dos Santos
The Little Orange Book: Short Lessons in Excellent Teaching, The University of Texas System Academy of Distinguished Teachers, Art Brownlow, Beth Brunk-Chavez, and Weston Rose
Whose History?: Expanding Place-Based Initiatives Through Open Collaboration, Sean Visintainer, Stephanie Anckle, and Kristen Weischedel
Submissions from 2019
Encouraging Languages other than English in First-Year Writing Courses: Experiences from Linguistically Diverse Writers, Alyssa G. Cavazos
The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences, Frank J. Dirrigl and Mark Noe
Outcomes of the Student Mentoring and Research Training (SMART) Program, Nazmul Islam and Amy A. Weimer
“It’s Making Me a Better Teacher.” Transforming Latinx Teacher Candidates Clinical Field Experiences in a Hispanic Serving Institution, Sandra I. Musanti, Alma D. Rodríguez, and Patricia Alvarez McHatton
Adoption of multimedia technology for learning and gender difference, ChongWoo Park, Dong-gook Kim, Sunyoung Cho, and Hyo-Joo Han
An Evidence-Based Roadmap for Success: Part 1–The Bumpy Road of Graduate School, Aaron S. Richmond, William Douglas Woody, Bethany Fleck, Susan E. Becker, Britton L. Mace, and Peter L. Kranz
“We listened to each other:” Social-emotional growth in literature circles, Elena M. Venegas
Submissions from 2018
Advancing a Transnational, Transdisciplinary and Translingual Framework: A Professional Development Series for Teaching Assistants in Writing and Spanish Programs, Alyssa G. Cavazos, Marcela Hebbard, José Esteban Hernández, Crystal Rodriguez, and Geoffrey Schwarz
A Digital Immigrant Venture into Teaching Online: An Autoethnographic Account of a Classroom Teacher Transformed, Karin A. Lewis
Systematic Review of Gamification Research in IS Education: A Multi-method Approach, Babajide Osatuyi, Temidayo Osatuyi, and Ramiro de la Rosa
Preparing women in academic psychology for their first compensation negotiation: A panel perspective of challenges and recommendations, Laura D. Seligman, RaeAnn E. Anderson, Thomas H. Ollendick, Sheila A. M. Rauch, Wendy K. Silverman, Sabine Wilhelm, and Douglas W. Woods
Submissions from 2017
A New Approach to Music History Pedagogy Using iPad Technology and Flipped Learning, Art Brownlow
Apps for the Applied Music Studio, Art Brownlow and Michael Quantz
Promising digital practices for nondominant learners, Kathy Bussert-Webb and Laurie A. Henry
Learning style preferences and the online classroom, Irma S. Jones and Dianna Blankenship
Challenging Inquiry and Building Community: Analyzing ESL and Bilingual Teachers’ Narratives, Sandra I. Musanti
A Novice Bilingual Teacher’s Journey: Teacher’s Noticing as a Pathway to Negotiate Contradictory Teaching Discourses, Sandra I. Musanti
Submissions from 2015
Teaching Music History with iPad, Art Brownlow
Submissions from 2014
The student writing toolkit: Enhancing undergraduate teaching of scientific writing in the biological sciences, Frank J. Dirrigl and Mark Noe
Discovering Best Practices for Bilingual Teacher Preparation: A Pedagogy for the Border, Alcione N. Ostorga and Peter Farruggio
Submissions from 2013
Virtually Speaking: How Digital Storytelling Can Facilitate Organizational Learning, Matthew Millitello and Francisco Guajardo
Developing a New Framework for Conceptualizing “Student-Centered Learning”, Jacob W. Neumann
Submissions from 2012
Inquiry-based science education as multiple outcome interdisciplinary research and learning (MOIRL), Allan Feldman, Angela M. Chapman, Vanessa Vernaza-Hernández, Dilek Ozalp, and Fayez Alshehri
Reflexiones sobre Lenguaje, Cultura y Equidad en la Enseñanza de Matemáticas en una Escuela Primaria Bilingüe de Estados Unidos, Sandra I. Musanti, Sylvia Celedón-Pattichis, and Mary E. Marshall
Middle School Mathematics Teachers’ Professional Development and Student Achievement, James A. Telese
Submissions from 2010
A Qualitative Study of Resilient Latina/o College Students, Javier Cavazos Vela, Michael B. Johnson, Cheryl Fielding, Alyssa G. Cavazos, Veronica Castro, and Luti Vela
Submissions from 2006
Learning Styles of University Students in a Hispanic-Serving Institution, Janet Falk-Kessler, Lynnda J. Emery, and Angela E. Scoggin
Submissions from 2003
La creación de los nuevos intelectuales: investigación etnohistórica y construcción de una comunidad en el sur rural de Texas, Henry T. Trueba and Francisco Guajardo
