Dr. Langdon began her SoTL research at Georgia Southern as a SoTL Fellow in 2013 investigating the effects of the Flipped Classroom Model on perceptions of course experience, motivation, course performance, and basic need satisfaction. Since her experience as a fellow, she has continued her research in the SoTL field, leading to one publication and four conference presentations. Her most recent research focuses on metacognition and its ability to enhance student learning. Additional research is now being conducted on autonomy supportive teaching among undergraduate instructors. Dr. Langdon also serves on the Georgia Southern SoTL leadership team and has been a mentor to numerous emerging SoTL scholars.