Current Issue - Fifth Anniversary Issue
Volume 5, Number 1
January 2011

The Scholarship of Teaching and Learning: A Personal Account and Reflection
Lee Shulman (Consultant)

Getting There: An Integrative Vision of the Scholarship of Teaching and Learning
Pat Hutchings (Carnegie Foundation), Mary Taylor Huber (Carnegie Foundation) & Tony Ciccone (University of Wisconsin-Milwaukee)

Scholarship of Teaching and Teachers' Understanding of Subject Matter
Keith Trigwell (University of Sydney)

Current Perspectives on SoTL
Lorraine Stefani (University of Auckland)

Keeping the Scholarship in the Scholarship of Teaching and Learning
Heather Kanuka (University of Alberta)

The Unscholarly Use of Numbers in Our Assessment Practices: What Will Make Us Change?
Chris Rust (Oxford Brookes University)

Making Your Case: Ten Questions for Departments and Individuals Building an Argument for Work in Discipline-Centered Education
Brian Coppola (University of Michigan)

Know Thy Audience: Helping Students Engage a Threshold Concept Using Audience-Based Pedagogy
Rebecca Pope-Ruark (Elon University)

In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals
Annetta K. L. Tsang (University of Queensland)

Improving Group Functioning in Solving Realistic Problems
Sassan Asgari & Gloria Dall'Alba (University of Queensland)

What's Stalling Learning? Using a Formative Assessment Tool to Address Critical Incidents in Class
H. Brooke Hessler (Oklahoma City University) & Amy Rupiper Taggart (North Dakota State University)

Inquiry Learning: Level, Discipline, Class Size, What Matters?
Susan Vajoczki, Susan Watt & Michelle M. Vine (McMaster University), Xueqing (Rose) Liao (University of Toronto)

Developing a Statistically Valid AND Practically Useful Student Evaluation Instrument
Jeff Skowronek, Bruce Friesen, & Heather Masonjones (University of Tampa)

The Influence of Tech-Savvyness and Clicker Use on Student Learning
Jennifer A. Zapf & Adolfo J. Garcia (University of Wisconsin-Green Bay)

Exploring the Variation in First Year Undergraduates' Induction into Their Academic Disciplines
Min Yang, Beverley Joyce & Michael Prosser (University of Hong Kong)

The Potential for Teaching Quantitative Reasoning across the Curriculum
Nathan Grawe (Carleton College)

Business as Usual: Business Students' Conceptions of Ethics
Anna Reid (University of Sydney), Paul Taylor & Peter Petocz (Macquarie University)

The Power of Fiction: Reading Stories in Abnormal Psychology
Adrian S. Janit, Georgina S. Hammock & Deborah S. Richardson (Augusta State University)

What Really Matters: Assessing Individual Problem-Solving Performance in the Context of Biological Sciences
William L. Anderson, Cheryl A. Sensibaugh, Marcy P. Osgood & Steven M. Mitchell (University of New Mexico)

Preparing Medical Students to Undertake a Cultural Immersion Experience: Introducing Frameworks for Preparatory and Post-immersion Activities
Donna Mak, Rashmi Watson & John Hadden (University of Notre Dame, AU)

Engineering Research Teams: The Role of Social Networks in the Formation of Research Skills for Postgraduate Students
Kaylene Sampson & Keith Comer (University of Canterbury)

Impact of Giving Students a Choice of Homework Assignments in an Introductory Computer Science Class
Steven Fulton & Dino Schweitzer (United States Air Force Academy)

Examining Classroom Negotiation Strategies of International Teaching Assistants
Gwendolyn M. Williams (University of Nevada, Reno)

Which Way to SoTL Utopia?
John Draeger (Buffalo State College) & Linda Price (Open University, UK)

The Relationship between Scholarly Teaching and SoTL: Models, Distinctions, and Clarifications
Michael K. Potter & Erika Kustra (University of Windsor)

Lighting Up the Mind: Transforming Learning Through the Applied Scholarship of Cognitive Neuroscience
Daniel J. Glisczinski (University of Minnesota-Duluth)

Broadening Conceptions of What Constitutes Knowledge and Evidence in SoTL
Sharon Thomas (University of Tasmania)

Window Shopping: Fashioning a Scholarship of Interdisciplinary Teaching and Learning
Colleen M. Tremonte (Michigan State University)

Bridging the Gap from Skills Assessment and Problem-Based Learning: Lessons from the Coalface of Scholarly Engagement with Curriculum Development
Bill Boyd (Southern Cross University)

Going to the Balcony: Two Professors Reflect and Examine Their Pedagogy
Linda J. Searby (University of Alabama at Birmingham) & Jenny S. Tripses (Bradley University)

Mapping the Field of Statistics Education Research in Search of Scholarship
Linda van der Merwe & Annette Wilkinson (University of the Free state)

On Publishing SoTL Articles
Trent Maurer (Georgia Southern University)

What Makes a Great Article for IJ-SoTL
Patricia Rogers (Bemidji State University)

What Makes for a High Quality SoTL Research Article?
John Tagg (Consultant)

Exemplary Dissemination: Sowing Seed in IJ-SoTL
Nicola Simmons (University of Waterloo)

What Makes for a High Quality IJ-SoTL Research Article?
Lorraine Stefani (University of Auckland)

Identifying High Quality SoTL Research
Jeffrey L. Bernstein (Eastern Michigan 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 is a publication of the Center for Excellence in Teaching at Georgia Southern University, Statesboro, Georgia, USA.