Current Issue
Volume 6, Number 1
January 2012

Defending Our Life: The Scholarship of Teaching and Learning in an Academy Under Siege
Jeffrey L. Berstein (Eastern Michigan University)

Increasing the Impact of SoTL: Two Sometimes Neglected Opportunities
Kathleen McKinney (Illinois State University)

International Collaboration in SoTL: Current Status and Future Direction
Jane MacKenzie (University of Glasgow) & Renee A. Meyers (University of Wisconsin-Milwaukee)

The Effects of Mind Mapping Activities on Students’ Motivation
Brett D. Jones, Chloe Ruff, Jennifer Dee Snyder, Britta Petrich & Chelsea Koonce (Virginia Tech)

Creative Differences: Teaching Creativity Across the Disciplines
Elizabeth Marquis & Susan Vajoczki (McMaster University)

In the Valley of the Giants: Cultivating Intentionality and Integration?
Miriam Carey (Mount Royal University)

Conscientiousness and Academic Performance: A Mediational Analysis
Nicole Conrad & Marc W. Patry (Saint Mary's University)

The Learning Alliance Inventory: Instrument Development and Initial Validation
Daniel T. Rogers (Kennesaw State University)

Doing What Comes Naturally? Student Perceptions and Use of Collaborative Technologies
Jason Kalin (North Carolina State University)

The Impact of Grading on a Curve: Assessing the Results of Kulick and Wright’s Simulation Analysis
Gary L. Bailey (University of Nebraska, Lincoln) & Ronald C. Steed (North Carolina Agricultural and Technical State University)

Impact of a Counseling Ethics Course on Graduate Students’ Learning and Development
Glenn W. Lambie (University of Central Florida), Kara P. Ieva (Rowan University) & Jonathan H. Ohrt (University of North Texas)

Influences on Diversity in Teacher Education: Using Literature to Promote Multiple Perspectives and Cultural Relevance
Karen Gibson (University of Wisconsin Oshkosh)

Assessing the Degree of Integrated Learner-Centered Instruction on Student Outcomes in a Large Non-Major Environmental Science Course
Ruthanne “Rudi” Thompson, Greta Bolin & Alice Coe (University of North Texas)

Lesson Study as a Means for Facilitating Preservice Teacher Reflectivity
Julia Myers (University of Hawaii West Oahu)

“Boyer Reconsidered”: Fostering Students’ Scholarly Habits of Mind and Models of Practice
Charles D. Morrison (Wilfrid Laurier University)

Creating Community: From Individual Reflection to SoTL Transformation
Beau Basel Beaudoin (Columbia College Chicago)

A Difficult Journey: Transitioning from STEM to SoTL
Niamh Kelly, Susan Nesbit & Carolyn Oliver (University of British Columbia)

Reflections on SoTL in a Graduate Health Professions Course Sequence
Cecilia Graham & Diane Clark (University of Alabama at Birmingham)

Necessity and the Unexpected: SoTL Student-Faculty Collaboration in Writing Program Research
Kathryn Wymer, Collie Fulford, Nia Baskerville & Marisha Washington (North Carolina Central University)

Case Study of a Shoe-String SoTL Center
Philip T. Dunwoody, Kathryn Westcott, David Drews, Jay Hosler (Juniata College)

Rough Seas to Calmer Waters: The Journey of an Early Career Academic
Mellissa L. Kruger (University of South Australia)

“Joy Ride” with SoTL Practice: The Investigation of the Effectiveness of Assistive Technology Course Contents on Student Learning
Jeong-il Cho (Indiana University-Purdue University Fort Wayne)

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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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.