 |
Current Issue
Volume 4, Number 2 [acceptance rate this issue was 11%]
July 2010
|
Dispelling the
Fog of Learning through SoTL
John Tagg (Palomar College)
SoTL and the
Quality Agenda
George Gordon (University of Strathclyde)
Finding Your
Place in the Scholarship of Teaching and Learning
Dan Bernstein (University of Kansas)
Riding
the Third Wave of SoTL
Regan Gurung (University of Wisconsin-Green Bay) & Beth Schwartz (Randolph College)
Developing 21st
Century Teachers as Knowledge Builders
Seng-Chee Tan (Nanyang Technological University)
Towards SOTL
as Critical Engagement: A Perspective From the “South”
Brenda Leibowitz (University of Stellenbosch)
A Faculty
Learning Community on the Scholarship of Teaching & Learning: A Case
Study
Trent Maurer, Diana Sturges, Padmini Shankar, Deborah Allen (Georgia Southern University) & Saida
Akbarova (Uzbek State World Languages University)
Thinking Critically
about Critical Thinking in Higher Education
Margaret Lloyd & Nan Bahr (Queensland University of Technology)
The “Classroom
Ticket” to Concept Retention
Kent Divoll & Sandra Browning (University of Houston-Clear Lake)
Effects of Visual
Analogies on Learner Outcomes: Bridging from the Known to the Unknown
Susan Spezzini (University of Alabama at Birmingham)
Designing Learning
Environments to Foster Affective Learning: Comparison of Classroom to
Blended Learning
Patricia Schaber, Kimerly J. Wilcox, Aimee Whiteside, Lauren Marsh &
D. Christopher Brooks (University of Minnesota)
Graduate Student
and Instructor Engagement in Course-Based Qualitative Research: A Case
Study
Bonnie Cummings-Vickaryous, Cathy Mills, Larena Hoeber & June LeDrew (University of Regina)
Restructuring Introductory
Physics by Adapting an Active Learning Studio Model
Delena Bell Gatch (Georgia Southern University)
Made in America?
Assumptions About Service Learning Pedagogy as Transnational: A Comparison
Between Ireland and the United States
Susan Iverson (Kent State University) & Amanda Espenschied-Reilly (Mount Union College)
SoTL
as Women’s Work: What Do Existing Data Tell Us?
Kathleen McKinney (Illinois State University) & Nancy Chick (University of Wisconsin—Barron County)
Academic
Analytics and Data Mining in Higher Education
Paul Baepler & Cynthia James Murdoch (University of Minnesota)
Service Learning
in the Scholarship of Teaching and Learning: Effective Practices
Glenn Bowen (Western Carolina University)
Pitfalls to
Avoid in Establishing A SoTL Academic Pathway: An Early Career Perspective
Annetta Tsang (University of Queensland)
Incorporating
Critical Pedagogy into the Scholarship of Teaching and Learning: Making
the Journey Alongside Our Students
Suzanne Grant & Fiona Hurd (University of Waikato)
How SoTL Put
a College Teacher on the Road to Success After a Two-Decade Detour
Karen S. Olson (The College at Brockport, State University of New York)
Evolution
and Engagement in SoTL: Today, Tomorrow, and Internationally
Cathy Gunn (University of Auckland), Gila Kurtz (Center for Academic
Studies), Karen Lauridsen (Aarhus University), Trent Maurer (Georgia
Southern University), Godfrey Steele (University of the West Indies)
Scholarship
of Teaching and Learning: When Bridging Theory and Practice in Higher
Education
Martin Stigmar (Växjö University)
Wild
Pansies, Trojan Horses, and Others: International Teaching and Learning
as Bricolage
David Starr-Glass (Empire State College, State University of New York)
A Model
for Undergraduate Research in Statistics Education
Alan Russell (Elon University)
Pedagogical
Content Knowledge and the Affective domain of Scholarship of Teaching
and Learning
Andoni Garritz (Universidad Nacional Autonoma de Mexico)
Readers' Responses to Volume 4, No. 1
Response to Caulfield's "Applying
Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions",
from Yasur Bodur (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.
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