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Current Issue
Volume 3, Number 1
January 2009
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What Scholarship
of Teaching? Why Bother?
Daphne Pan (National University of Singapore)
Towards an Agenda
for SoTL in Africa?
Ian Scott (University of Cape Town)
SoTL in Chemistry:
How to Make Learning Meaningful in Any Discipline
Liberato Cardellini (Universita' Politecnica delle Marche)
A Personal Reflection
on the 2008 ISSOTL Conference
Laura Regassa (Georgia Southern University
The Role of Scholarship
of Teaching in Faculty Development: Exploring an Inquiry-based Model
Pamela Adams (University of Lethbridge)
Beyond Lines
on the CV: Faculty Applications of Their Scholarship of Teaching and Learning
Research
Kathleen McKinney & Patricia Jarvis (Illinois State University)
Integrating
Discipline-Based Reading to Improve Intercultural and International Learning
Anna Maldoni, Robert Kennelly & Doug Davies (University of Canberra)
Academic
Skill Development - Inquiry Seminars Can Make a Difference: Evidence from
a Quasi-experimental Study
Christopher Justice, James Rice & Wayne Warry (McMaster University)
Teaching Social
Justice through Community Engagement
Rosemary Closson (University of South Florida) & Barbara Mullins Nelson
(University of Memphis)
Online Course Design:
A Case Study
Sharon Dole & Lisa Bloom (Western Carolina University)
“All Work
and No Play” Reconsidered: The Use of Games to Promote Motivation
and Engagement in Instruction
Stephen Gareau & Ruth Guo (Buffalo State College)
Click or Clique?
Using Educational Technology to Address Students’ Anxieties About
Peer Evaluation
Ruth Walker & Graham Barwell (University of Wollongong)
Playing Bingo to
Review Fundamental Concepts in Advanced Courses
Robert Weisskirch (California State University, Monterey Bay)
Two Minute Training
in Class Significantly Increases the Use of Professional Formatting in
Student to Faculty Email Correspondence
Nancy Aguilar-Roca, Adrienne Williams, Rahul Warrior & Diane O'Dowd
(University of California, Irvine)
Learning
from Their Own Learning: How Metacognitive and Meta-affective Reflections
Enhance Learning in Race-Related Courses
Nancy Chick (University of Wisconsin-Barron County), Terri Karis (University
of Wisconsin-Stout) & Cyndi Kernahan (University of Wisconsin-River
Falls)
Service Learning in
a Non-majors Biology Course Promotes Changes in Students’ Attitudes
and Values About the Environment
Alissa Packer (Susquehanna University)
An Investigation
of Online and Face-to-Face Communication in General Chemistry
Gabriela Weaver, Kellie Green, Erik Epp (Purdue University) & Aliyah
Rahman (Miami University)
The Grasp of
Physics Concepts of Motion: Identifying Particular Patterns in Students'
Thinking
I. M. Obaidat (Jordan University of Science and Technology) & Ehab
Malkawi (United Arab Emirates University)
Evaluation of Personality
Type and Learning Style for First Year Medical Students
Mary Johnson (Indiana University School of Medicine)
How Do Management
Students Prefer to Learn? Why Should We Care?
Ednilson Bernardes & Mark Hanna (Georgia Southern University)
Interdisciplinary
Project-Based Model for Enhanced Instruction of Marketing Courses
Jace Hargis (University of Central Florida), Douglas Johansen (Florida
State University) & Claudia Scaff (University of North Florida)
Assessing Student Learning
and Perceptions in an Upper-level General Education Requirement Argumentation
Course
Kathryn Olson (University of Wisconsin – Milwaukee)
Operationalization of
Innovative and Traditional Pedagogical Practices within Undergraduate
Bioengineering Courses
Monica Cox (Purdue University)
Using Modeling and
Creating a Research Discourse Community to Teach a Doctoral Action Research
Course
Cher Hendricks (University of West Georgia)
Achievement
and Satisfaction in Blended Learning versus Traditional General Health
Course Designs
Bridget Melton, Helen Graf & Joanne Chopak-Foss (Georgia Southern
University)
(Re)Considering
the Scholarship of Learning: Inviting the Elephant in the Room to Tea
Ashlee Cunsolo Willox & Dale Lackeyram (University of Guelph)
Continuing
Professional Development in Higher Education: The Role of the Scholarship
of Teaching and Learning
Lewis Elton (University of Gloucestershire)
Sustaining
Student and Faculty Success: A Model for Student Learning and Faculty
Development
David Concepción, Mellisa Holtzman & Paul Ranieri (Ball State
University)
Going
Fully Online: Reflections on Creating an Engaging Environment for Online
Learning
Susan Wegmann (University of Central Florida) & Joyce McCauley (Sam
Houston State University)
“Additional
Comments”: The Final Word in Assessment for Humanities Undergraduates
Despina Michael (La Trobe University)
From Regional
University to Premier Research Institution: Multiple Forms and Applications
of Scholarship of Teaching and Learning
Jeffery Galle (Oxford College of Emory University)
The Course
Syllabus: A Learning-centred Approach (2nd ed.), Judith
Grunert O’Brien, Barbara Millis, and Margaret Cohen (Jossey Bass,
2008);
review by Mark Barrow (University of Auckland)
Teaching at
Its Best: A Research-Based Resource for College Instructors,
(2nd ed.), Linda B. Nilson (Anker, 2003);
review by Jacqueline Bennett (SUNY College at Oreonta)
Helping Students
Learn in a Learner-Centered Environment, Terry Doyle
(Stylus, 2008);
review by Delena Bell Gatch (Georgia Southern University)
Teaching First-Year
College Students, Bette LaSere Erickson, Calvin B. Peters
& Diane Weltner Strommer (Jossey-Bass, 2006);
review by Susan Yager (Iowa State University)
Motivation
and Self-Regulated Learning: Theory, Research, and Applications,
Edited by Dale H. Schunk and Barry J. Zimmerman
(Lawrence Erlbaum Associates, 2008);
review by Steven Fleisher (California State University, Channel Islands)
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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