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Current
Issue
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SoTL
in Online Education: Strategies and Practices for Using New Media
for Teaching and Learning Online
Gila
Kurtz (The Center for Academic Studies) & Barry Sponder (Central
Connecticut State University)
Citation
Difficulties
Mariolina
Salvatori (University of Pittsburgh) & Patricia Donahue (Lafayette College)
Communities
of Practice: An International Learning Experience
Deymond
Hoyte, Steve Myers, Lana Powell, Richard Sansone & Kaye Walter
(Valencia Community College)
Premises
for Changing to PBL
Anette Kolmos (Aalborg University)
Student
Attitudes and Approaches to Online Homework
David
Doorn, Susan Janssen & Maureen O'Brien (University of Minnesota
Duluth)
Qualitative Findings
from an Experientially Designed Exercise Immunology Course: Holistic
Wellness Benefits, Self-Efficacy Gains, and Integration of Prior
Course Learning
Jennifer Curry,
Laura Fazio-Griffith, Laura Stewart & Russell Carson (Louisiana
State University)
Productive
Horizontal Learning: A Study of Law Students' Engagement in Informal
Peer Colloquia
Arne Vines (University of Bergen)
Applying Graduate
Student Perceptions of Task Engagement to Enhance Learning Conditions
Jay Caulfield (Marquette University)
Comparison
of Pretenured and Tenured Engineering Professors' Pedagogical Practices
Within Undergraduate Bioengineering Courses
Monica
Cox (Purdue University) & Alene Harris (Vanderbilt University)
Active
Learning in Introductory Economics: Do MyEconLab and Aplia Make
Any Difference?
Trien
Nguyen & Angela Trimarchi (University of Waterloo)
The
Effect of Service-Learning on Interdisciplinary Learning and Curriculum
Reinforcement, and Its Application to Public School Environments
Madeline
Kovarik (Rollins College)
The Evolving
Professional (EP) Concept as a Framework for the Scholarship of
Teaching and Learning
Annetta
Tsang (University of Queensland)
Hype
or Hope: Can the Scholarship of Teaching and Learning Fulfill Its
Promise?
Rosamund
Woodhouse (York University)
Situating
SoTL Within the Disciplines: Mathematics in the United States as
a Case Study
Jacqueline
Dewar & Curtis Bennett (Loyola Marymount University)
Using
a SoTL Approach in Designing and Teaching a Graduate Seminar Course
Celia
C. Lo (University of Alabama)
Faculty
Development and Adult Learning: A Model for Transforming Higher
Education
Karen
Weller Swanson (Mercer University) & Mary Kayler (George Mason
University)
SoTL
and Don't Perish!
Gerald
Guan Gan Goh (Multimedia University)
A
Reflection on Encouraging Critical Thinking and Empathy: Using So-TL
to Examine Teaching Effectiveness in a Social Justice in Graduate
Education Class
Jacquelyn
Lewis-Harris (University of Missouri-St. Louis)
What
is a SoTL?
Kai Griebenow (University of Puerto
Rico, R’o Piedras)
Responsibilities
of Teaching
Lina Soares (Georgia Southern 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.
Conversations with Authors
Readers are
encouraged to contact authors directly about their articles or essays
via their email addresses.
IJ–SoTL Listserv
To participate in an ongoing discussion about SoTL internationally,
about SoTL in general or specific issues in SoTL, or about articles
and essays in IJ-SoTL, join the listserv at IJ-SoTL Listserv.
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International Journal for the Scholarship of Teaching & Learning