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Current Issue
Volume 1, Number 2
July 2007
3,525 Readers from 98 countries on Notification List |
Barbara Cambridge (International Society for SoTL)
Using the Scholarship of Teaching and Learning at Disciplinary, National and Institutional Levels to Strategically Improve the Quality of Post-secondary Education
Gary Poole (University of British Columbia), Lynn Taylor (Dalhousie University) & John Thompson (University of Saskatchewan)
SoTL in the Commons: Elephant, Authenticity and Journey
Ora Kwo (University of Hong Kong) Engendering the Scholarship of Problem-based Learning
Betsy Palmer (Montana State University) & Claire Major (University of Alabama)
Developing On-line Collaborative Research Across International Boundaries: Exploring the Potential of New Technologies
Pat Jefferies (University of Bedfordshire) & Frances Grodzinsky (Sacred Heart University)
Developing and Assessing Undergraduate Students’ Moral Reasoning Skills
Karen Hornsby (North Carolina A&T State University)
Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching and Learning Challenges and Dilemmas
Julie Davis, Sandra Lennox, Sue Walker, Kerryann Walsh (Queensland University of Technology)
Unearthing the Scholarship of Teaching and Learning in Self and Practice
Lorraine Gilpin (Georgia Southern University)
A Model of Student Success: Coaching Students to Develop Critical Thinking Skills in Introductory Biology Courses
Susan Chaplin (University of St. Thomas)
The Impact of the “all-of-the-above” Option and Student Ability on Multiple Choice Tests
Yi-Min Huang (University of Washington) & Michael Trevisan, Andrew Storfer (Washington State University)
Cognitive Computer Tools in the Teaching and Learning of Undergraduate Calculus
Nathan Borchelt (Clayton State University)
Exploring Reflective Engagement that Promotes Understanding in College Classrooms
Franco Zengaro (Middle Tennessee State University) & Asghar Iran-Nejad (University of Alabama)
Activating a Research Context in Art and Design Practice
Nancy de Freitas (Auckland University of Technology)
An Exploration into the Use of Manipulatives to Develop Abstract Reasoning in an Introductory Science Course
Heidi Fencl (University of Wisconsin-Green Bay) & Angie Huenink (Butler University)
Qualitative Research on What Leads to Success in Professional Writing
Margaret Walters, Elizabeth Giddens (Kennesaw State University) & Susan Hunter (Clayton State University)
Portfolio Assignments in Teacher Education: A Tool for Self-regulating the Learning Process?
Jetske Strijbos (Xios Hogeschool Limburg), Wil Meeus & Arno Libotton (Vrije Universiteit Brussel)
Value Drivers in Business Course Design: A Student Stakeholder Perspective
John Knight (University of Tennessee at Martin) & Daniel Tracy (University of South Dakota)
Assessing the Gains from Concept Mapping in Introductory Statistics
David Doorn & Maureen O’Brien (University of Minnesota Duluth) Getting Started With SoTL in Your Classroom
Raymond Francis (Central Michigan University)
Using Autoethnography in the Scholarship of Teaching and Learning: Reflective Practice from ‘the Other Side of the Mirror’
Fernanda Duarte (University of Western Sydney)
What is Known about Student Learning Outcomes and How does it relate to the Scholarship of Teaching and Learning?
Patricia Marsh (University of Central Missouri)
A Scholarly Teaching Adventure…
Lori Carrell (University of Wisconsin-Oshkosh)
Teaching Ourselves: A Model to Improve, Assess and Spread the Word
Laura Levine, Carolyn Fallahi, Joan Nicoll-Senft, Jack Tessier, Cheryl Watson, Rebecca Wood (Central Connecticut State University)
Reflections on the University of British Columbia Faculty Certificate Program
Marina Milner-Bolotin (University of British Columbia) Blueprint For Learning: Constructing College Courses to Facilitate, Assess, and Document Learning by Laurie Richlin (Stylus Publishing, 2006); review by Steven Rose (Simpson College )
Developing Learning Environments: Creativity, Motivation and Collaboration in Higher Education, by Ora Kwo, Tim Moore and John Jones, editors (Hong Kong University Press, 2004); reviewed by Mary Taylor Huber (Carnegie Foundation for the Advancement of Teaching)
Engaging Departments: Moving Faculty Culture From Private to Public, Individual to Collective Focus for the Common Good by Kevin Kecskes, ed. (Jossey-Bass, 2006); reviewed by Barbara Cole (Argosy University)
Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling by Kathleen McKinney (Anker 2007); reviewed by Nancy Chick (University of Wisconsin-Barron County)
Enhancing Scholarly Work on Teaching and Learning: Professional Literature That Makes a Difference by Maryellen Weimer (Jossey-Bass, 2006); reviewed by Candyce Reynolds (Portland State University)
Into the Classroom: Developing the Scholarship of Teaching and Learning by Thomas Hatch (Jossey-Bass, 2005); reviewed by Helen Bergland (Eastern Washington University)
Readers' Responses
Is there a Mastodon in the Scholarship of Teaching and Learning Room?Lewis Elton (University of Manchester)
Readers' Responses
Critical responses (750 words maximum) to any articles or essays in the current issue are sought for possible inclusion in the "Readers' Responses" section of the next issue of IJ-SoTL. Send all such responses to aaltany@georgiasouthern.edu . One of IJ-SoTL's objectives is to be a vehicle for international SoTL conversations, critiques, and collaborations.
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