Current Issue
Volume 5, Number 2
July 2011

A Scholarly Approach to Assessing Learning
Catherine Wehlburg (Texas Christian University)

Higher Education Research and the Scholarship of Teaching and Learning: The Pursuit of Excellence
Angela Brew (Macquarie University)

Scholarship of Teaching and Learning Trades
Lorraine Gilpin (Georgia Southern University)

Tertiary Education in Bangladesh – Brief History, Problems and Prospects
Yosuf Islam (Daffodil International University)

Institutional Difference: A Neglected Consideration in the Scholarship of Teaching and Learning?
Chrissie Boughey (Rhodes University)

Sex, Affect, and Academic Performance: It’s Not What You Think
Rich Lewine, Alison Sommers, Rachel Waford, Heather Bustanoby, Catherine Robertson, Rachel Hall & Karen Eisenmenger (University of Louisville)

Revealing Student Thinking about Experimental Design and the Roles of Control Experiments
Jia Shi & Joy M. Power (University of Colorado), Michael W. Klymkowsky

Instructors’ Decisions That Integrate Inquiry Teaching Into Undergraduate Courses: How Do I Make This Fit?
Iris Alkaher (Hakibbutzim College of Education, Technology and Art) & Erin L. Dolan (Virginia Tech)

Paradoxes of Online Teaching
David Bair & Mary Antony Bair (Grand Valley State University)

Learning about Social Capital in a Nonprofit and Philanthropy Management Class
Alexander Livshin (Moscow State University)

Rock On! Band Together to Fight Hunger: Results from a Food Insecurity Awareness Project
April Tallant (Western Carolina University)

Impact of Peer Evaluation Confidentiality on Student Marks
Christina Hamme Peterson (Rider University) & N. Andrew Peterson (Rutgers University)

How Do Students of Diverse Achievement Levels Benefit from Peer Assessment?
Lan Li (Bowling Green State University)

Students Who Aren't Prepared For College Find Less Value In Books And Lecture Than Students Who Are Prepared
Jeffrey B. Henriques & Lyrissa I. Kusse (University of Wisconsin – Madison)

Course-Embedded Mentoring for First-Year Students: Melding Academic Subject Support with Role Modeling, Psycho-Social Support, and Goal Setting
Jim Henry & Holly Huff Bruland (University of Hawai‘i at Ma¯noa), Jennifer Sano-Franchini (Michigan State University)

Best Practice in Developing Critical Analyses: An Empirical Study of Self-Efficacy from an Interdisciplinary Perspective
Coleen Sams (University of South Florida) & Doreen Sams (Georgia College and State University)

Surfacing the Structures of Patriarchy: Teaching and Learning Threshold Concepts in Women’s Studies
Holly Hassel (University of Wisconsin-Marathon County), Amy Reddinger, (University of Wisconsin-Marinette), Jessica van Slooten, University of Wisconsin-Manitowoc)

Assessing the Pedagogical Impact of the VaNTH Engineering Research Center on Faculty and Postdoctoral Professionals
Monica Cox & James Cawthorne (Purdue University), Nathan McNeill (University of Florida), Osman Cekic (Canakkale Onsekiz Mart University), Matthew Frye (CTS Automotive Products), Melissa Stacer (University of Southern Indiana)

Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning
Mahmoud Kaddoura (Massachusetts College of Pharmacy and Health Sciences)

Reconsidering Boyer’s Reconsideration: Paradigms, Sharing, and Engagement
David Starr-Glass (Empire State College)

Reclaiming a Writing Voice as a New Teacher Educator: SoTL as Portal
Susan E. Elliott-Johns (Nipissing University)

Internationalization of a Faculty SoTL Program: Immersion Experiences of Beijing Professors in a Canadian Research-Intensive University
Baohua Wang (Beijing Union University), Junfang Peng (Beijing University of Agriculture), Marion L. Pearson & Harry T. Hubball (University of British Columbia)

Reflections on SoTL by a Casual Lecturer: Personal Benefits, Long-Term Challenges
Kerry Dobbins (Birmingham City 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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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.