What was your session title and description from the STLHE conference?

Empowering Business Students Through Digital Reflection: A Pilot Study on ePortfolios

Please tell us a bit about yourself!

I’m a PhD Candidate in the Cross-Departmental SoTL program at the University of Saskatchewan, and a faculty member at SAIT, where I lead various teaching and scholarly initiatives. My interests focus on reflective practice, professional identity development, and student-centred learning, particularly in polytechnic and business education settings.

What is the most important aspect of the research you presented at STLHE that you would like to share?

This project explored the power of digital reflection to help business students build agency and make meaningful connections between course concepts and their professional goals. While the rollout wasn’t without its challenges, the learning—both mine and the students’—has been substantial. It demonstrated that even small shifts toward reflective, student-centred pedagogy can create a lasting impact.

What kind of support have you received for this research project?

The project was supported through the Cisco Catalyst grant and internal departmental resources. But just as valuable has been the collaboration among peers, institutional leaders, and the students themselves. Their feedback, questions, and ideas have shaped and refined the project every step of the way.

How did you first get involved in the Scholarship of Teaching and Learning (SoTL)?

I stumbled into SoTL while trying to solve a teaching problem—like many do—and quickly found that its reflective, inquiry-based approach resonated deeply with my practice. In 2023, I began formalizing this interest through a graduate certificate, where I was introduced to reflective writing practices like Scholarly Personal Narratives and research-based course design. Projects such as OER creation and ePortfolio implementation naturally aligned with SoTL values, and before long, I was collaborating with fellow educators on national and international SoTL research. From there, it just took off!

What did you learn from the STLHE Conference this year?

This year’s STLHE conference was a powerful reminder that we are meant to be here—that SoTL thrives through community and shared purpose. The diversity of research and approaches, alongside open conversations about equity, inclusion, and reflective practice, reinforced that impactful teaching and learning emerge when we collaborate across roles and disciplines. I left feeling not only energized but also deeply grounded in the idea that SoTL is a collective movement—one rooted in belonging, care, and a shared commitment to meaningful, student-centred education.

What is something you have gained/learned from engaging in SoTL?

Diving into SoTL has turned my curiosity into something a lot more grounded—like turning “Hmm, I wonder…” into “Let’s figure this out.” It’s taught me that asking “What does this mean for my students?” can be just as meaningful as asking traditional research questions. Blending scholarship with teaching (and a bit of who I am as a person) has helped me be more thoughtful in how I design courses and more aware of the real humans showing up in my classroom. It’s made my teaching more intentional, more flexible, and honestly, way more fun.

Finally, what advice do you have for other graduate students interested in SoTL?

Start by investigating your classroom. SoTL doesn’t require perfection—it thrives on curiosity, reflection, and the desire to improve. Find a question that matters to you and follow it with honesty and rigour. And connect with the SoTL community—you’ll be surprised by how generous and supportive it is.

I’m incredibly grateful to the TAGSA and STLHE communities for this recognition. Thank you for championing graduate student voices and creating space for us to grow, share, and be inspired. Being part of a community that values thoughtful, equity-minded teaching and learning makes all the difference—and I’m so thankful to be learning alongside you.