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2007 - Volume 1, Number 1
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Invited Essays on SoTL
Theory: The Elephant in the Scholarship of Teaching and Learning RoomPat Hutchings, Carnegie Academy for the Scholarship of Teaching & Learning
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What‘s It Really All About? The Scholarship of Teaching and Learning as an Authentic Practice
Carolin Kreber, University of Edinburgh
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Research Articles
Dialogic Communication in Collaborative Problem Solving GroupsRobert B. Innes, Vanderbilt University
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Allowing Not-Knowing in a Dialogic Discussion
Jose Feito, Saint Mary’s College of California
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The Significance of Knowledge in Learning: A Psychologically Informed Analysis of Students' Perceptions
Effie Maclellan & Rebecca Soden, University of Strathclyde
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What Motivates Students to Provide Feedback to Teachers About Teaching and Learning? An Expectancy Theory Perspective
Jay Caulfield, Marquette University
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What Happens in My University Classes That Helps Me to Learn?: Teacher Education Students’ Instructional Metacognitive Knowledge
Helen Askell-Williams, Michael Lawson & Rosalind Murray-Harvey, Flinders University
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PowerPoint Presentation Handouts and College Student Learning Outcomes
Illene Noppe, Jeanie Achterberg, Lori Duquaine, Margaret Huebbe & Carol Williams, University of Wisconsin - Green Bay
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Teachers’ Conceptions of Teaching Service Statistics Courses
Sue Gordon (University of Sydney), Peter Petocz & Anna Reid, Macquarie University
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Effects of Information Distribution Strategies on Student Performance and Satisfaction in a Web-Based Course Management System
Margaret Lohman, Pennsylvania State University - Harrisburg
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A Study of Faculty Responses to Academic Dishonesty and the Factors that Influence Their Actions
Terry Coalter, Chi Lo Lim & Tekle Wanorie, Northwest Missouri State University
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Developing a Shared Meaning of Scholarship to Enable the Revision of Promotion Policy
Cheryl Albers, Buffalo State College
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The Status of the Scholarship of Teaching and Learning in the Disciplines
Paul Witman, Laurie Richlin, et al., Claremont Graduate University
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Countering SoTL Marginalization: A Model for Aligning SoTL with Institutional Initiatives
Connie Schroeder, University of Wisconsin - Milwaukee
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Why Should I Care About SoTL? The Professional Responsibilities of Post-Secondary Educators
Philip Pecorino & Shannon Kincaid, Queensborough Community College
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Shifting Discourse in College Teaching
Winston Gittens, Southwest Minnesota State University
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The Advancement of Learning: Building the Teaching Commons
Mary Taylor Huber & Pat Hutchings (Jossey-Bass, 2005)
John Tagg, Palomar College
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Balancing Acts: The Scholarship of Teaching & Learning in Academic Careers
Mary Taylor Huber (Stylus, 2004)
Joanna Renc-Roe, Central European University
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Readers' Responses
Critical responses to any articles are welcomed for possible inclusion in the "Readers' Responses" section of the next issue of IJ-SoTL. Send all such responses to aaltany@georgiasouthern.edu .
Conversations with Authors
Readers are encouraged to contact authors directly about their articles or essays via their email addresses.
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