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Volume 2, Number 2
July 2008
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The Scholarship of
Teaching and Learning: What is it? A Personal View
Michael Prosser (The University of Hong Kong)
Changing Trains:
The Story of SOTL in Eastern Europe and the Former Soviet Union
Joanna Renc-Roe (Central European University)
Using Scholarly Research
in Course Redesign: Teaching to Engage Students with Authentic Disciplinary
Practices
Rachel G. Ragland (Lake Forest College)
The Impact of Grading
on the Curve: A Simulation Analysis
George Kulick & Ronald Wright (Le Moyne College)
The Bridge Course Design:
Formative Assessment and Student-Centered Learning in Cross-Course Classrooms
John Davies (Brigham Young University), Casey Welch (Flagler
College), & Jace Hargis (University of the Pacific)
Superhero as Metaphor:
Using Creative Pedagogies to Engage
Christie H. Burton (Clayton State University)
Computer Facilitated
Reflective Practice in a Postgraduate Supervisor’s Feedback to Students
Kathy Ahern (University of Queensland) & Fiona Hawthorne (Bond University)
Student Perceptions
of the Purpose and Function of the Laboratory in Science: A Grounded Theory
Study
Cianán Russell & Gabriela Weaver (Purdue University)
Using Scholarship of
Teaching and Learning (SoTL) to Inquire Into Pre-service Teachers’
Science Lesson Planning Considerations
Geeta Verma (Georgia State University)
Effects of Active
Learning Variants on Student Performance and Learning Perceptions
Abdi-Rizak Mohamed (North Seattle Community College)
Beyond Content, Deeper
than Delivery: What Critique Feedback Reveals about Communication Expectations
in Design Education
Deanna Dannels, Amy Gaffney, & Kelly Martin (North Carolina State
University)
Adult Teaching Methods
in China and Bloom’s Taxonomy
Victor Wang & Lesley Farmer (California State University, Long Beach)
A Game Approach to
Teach Environmentally Benign Manufacturing in the Supply Chain
Donna M. Qualters (Suffolk University), Jacqueline A. Isaacs, Thomas P.
Cullinane, Jay Laird, & Ann McDonald (Northeastern University), &
Jessica D. Corriere (Dome-Tech Field Engineering)
Navigating
the SoTL Landscape: A Compass, Map and Some Tools for Getting Started
Mia O’Brien (University of Queensland)
Power and Expertise:
Student-Faculty Collaboration in Course Design and the Scholarship of
Teaching and Learning
Richard Mihans, Deborah Long & Peter Felten (Elon University)
Enhancing the
Scholarship of Teaching and Learning: A Study of the Factors Identified
as Promoting and Hindering the Scholarly Activities of Academics in One
Faculty
Kerry Dobbins (Birmingham City University)
Changing Our Brains:
Transforming a Traditional View of Scholarship and Teaching
Brian Caster & Robert Hautala (Western Oregon University)
A Reflection on
the Scholarship of Teaching and Learning as Democratic Practice
David Dees (Kent State University - Salem Campus)
What If…?
Sandra Bassendowski (University of Saskatchewan)
Exploring
Research Based Teaching (New Directions for Teaching
and Learning, No. 106), Carolin Kreber, Editor (Jossey-Bass, 2006);
review by Iain Doherty (University of Auckland)
The Skillful
Teacher: On Technique, Trust, and Responsiveness in the Classroom
(2nd Edition), Stephen Brookfield (Jossey-Bass, 2006);
review by Ellen Cotter (Georgia Southwestern State University)
Inside the Undergraduate
Experience, Catharine Hoffman Beyer, Gerald Gillmore
and Andrew Fisher (Anker, 2007);
review by Catherine Ross (University of Connecticut)
Developing
Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction,
Amy Driscoll and Swarup Wood (Stylus, 2007);
review by Michael Potter (University of Windsor)
Non-western
Perspectives on Learning and Knowing, Sharan Merriam
& Associates (Krieger, 2007);
review by Joellen Coryell, Jeannine Palow, Ngang Che, Tim Senesi, Greg
Longoria (University of Texas at San Antonio)
The Way of
the Teacher, J. M. Haile (Macatea, 2005);
review by Matt Fisher (Saint Vincent College)
Meaningful
Course Revision: Enhancing Academic Engagement Using Student Learning
Data, Catherine Wehlburg (Jossey-Bass, 2007);
review by Gail Rathbun (Indiana University Purdue University Fort Wayne)
Conquering
the Content: A Step-by-Step Guide to Online Course Design,
Robin Smith (Jossey-Bass, 2008)
review by Donna Vinton (University of Northern Iowa)
Thirteen Strategies
to Measure College Teaching, Ron Berk (Stylus, 2006)
review by Louis Keiner (Coastal Carolina University)
Aligning
for Learning, Strategies for Teaching Effectiveness,
Donald Wulff, Editor (Anker, 2005);
review by Jean Martin-Williams (University of Georgia)
Readers' Responses to Volume 2, No. 1
Response to “How
Students Use the Course Syllabus,” Sharon Calhoon &
Angela Becker
from Hilarie Nickerson (University of North Carolina Teaching and Learning
with Technology Collaborative)
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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Readers are encouraged to contact authors directly about their articles or essays via their email addresses.
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