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Current Issue
Volume 3, Number 2 [acceptance rate this issue was 18%]
July 2009
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Teaching Travels:
Reflections on the Social Life of Classroom Inquiry and Innovation
Mary Taylor Huber (The Carnegie Foundation for the Advancement of Teaching)
Asking Questions
that Matter … Asking Questions of Value
Richard Gale (Mount Royal College)
The Carnegie Catalyst:
A Case Study in Internationalisation of SoTL
Bettie Higgs (University College Cork)
A Knowledge
Structures Perspective on the Scholarship of Teaching & Learning
Ian Kinchin (King’s College London)
Towards Cultural
Democracy in Teaching and Learning with Specific References to Pacific
Island Nations (PINs)
Konai Helu Thaman (University of the South Pacific)
Disciplines,
Institutions and the Performance-Based Research Fund: The Scholarship
of Teaching and Learning from a New Zealand Perspective
Deborah Willis (Victoria University of Wellington)
SoTL
Commons Conference: A Spirit of Inquiry
Margaret Davis, Kera Watkins, and Deborah Allen (Georgia Southern University)
Developing
Useful and Transferable Skills: Course Design to Prepare Students for
a Life of Learning
Christopher Justice, James Rice & Wayne Warry (McMaster University)
A Method for Collaboratively
Developing and Validating a Rubric
Sandra Allen (Columbia College Chicago) & John Knight (University
of Tennessee at Martin)
Transformative
Education in the Scholarship of Teaching and Learning:
An Analysis of SoTL Literature
Lorraine Gilpin & Delores Liston (Georgia Southern University)
What Drives Research-focused
University Academics to Want to Teach Effectively?: Examining Achievement,
Self-efficacy and Self-esteem
Linda Evans & Maria Bertani Tress (University of Leeds)
Expert Teaching Professors:
Sharing Their Expertise
Han Sik Shim (National Institute for Lifelong Education) & Gene Roth
(Northern Illinois University)
A Measure
to Assess Student-Instructor Relationships
Gary Creasey, Patricia Jarvis & Elyse Knapcik (Illinois State University)
Improvement
in Writing and Reviewing Skills with Calibrated Peer Review™
Adalet Baris Gunersel (Temple University) & Nancy Simpson (Texas A&M
University)
Effects
of Inquiry-based Learning on Students’ Science Literacy Skills and
Confidence
Peggy Brickman, Cara Gormally, Norris Armstrong (University of
Georgia) & Brittan Hallar (West Virginia Higher Education Policy Commission)
Clickers in Large Classes:
From Student Perceptions Towards an Understanding of Best Practices
Marc Patry (Saint Mary's University)
Perspectives on
Online Teaching and Learning: A Report of Two Novice Online Educators
Dennis Conrad (State University of New York-Potsdam) & Joan Pedro
(University of Hartford)
Evaluating Gender
Bias in Ratings of University Instructors’ Teaching Effectiveness
Suzanne Young & Leslie Rush (University of Wyoming) & Dale Shaw
(University of Northern Colorado)
Project-based
Service-Learning in an Instructional Technology Graduate Program
William Brescia & Cristie Mullins (University of Tennessee
Health Science Center) & Michael Miller (University of Arkansas)
Service-Learning:
A Venue for Enhancing Pre-Service Educators’ Knowledge Base for
Teaching
Karen Meaney & Kent Griffin (Texas Tech University) & Heidi Bohler
(University of Massachusetts-Amherst)
Perceptions of Visual
Culture in Turkish Pre-Service Art Teacher Preparation
Nur Balkir (University of North Texas)
Special Treatment
or Responsive Instruction? Teaching Teachers in Master’s-Level Coursework
Stacy Duffield & Angela Hodge (North Dakota State University)
Triggering
Engagement in SoTL through Threshold Concepts
Jan McLean (University of New South Wales)
Communities,
Voices and Portals of Engagement
Kathy Takayama (Brown University)
Is All Scholarship
Equally Valued? Fusion of Horizons on the Definition and Status of Scholarship
Balbir Kaur Gurm (Kwantlen Polytechnic University)
Between Teaching
and Learning: Personal Notes on the Scholarship of Artistic Practice
Daniel Siedell (University of Nebraska-Omaha)
The Working
Alliance in Teaching and Learning: Theoretical Clarity and Research Implications
Daniel Rogers (Kennesaw State University)
Reflective
Learning as a Student and an Educator: Connecting the Scholarship of Teaching
and Learning
Annetta Tsang (University of Queensland)
Playing
for SoTL Impact: A Personal Reflection
Nicola Simmons (University of Waterloo)
Lessons
from My Students and Other Reflections on SoTL
Kathleen McKinney (Illinois State University)
Teaching’s
Way
Ray Miller (Appalachian State University)
Designing
Coherent Science Education: Implications for Curriculum, Instruction,
and Policy, Yael Kali, Marcia Linn & Jo Roseman,
Editors (Teachers College Press, 2008)
Review by Andreina Parisi-Amon (Stanford University)
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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