Current Issue
Volume 6, Number 2
July 2012

Who Is Entitled to Do SoTL?
Marilla Svinicki (University of Texas at Austin)

SoTL at Cultural Interfaces: Exploring Nuance in Learning Designs at a Chinese University
Carmel McNaught (Chinese University of Hong Kong )

SoTL as Generative Heuristic Methodology for Building Learning Communities
Mary Ann Danielson (Creighton University)

Using Undergraduates' Digital Literacy Skills to Improve Their Discipline-Specific Writing: A Dialogue
Nancy November & Karen Day (University of Auckland)

Efficiency in Assessment: Can Trained Student Interns Rate Essays as Well as Faculty Members?
Tracy L. Cole, Loretta F. Cochran, L. Kim Troboy & David W. Roach (Arkansas Tech University)

The Effects of Teacher Behaviors on Students' Inclination to Inquire and Lifelong Learning
Chad N. Loes (Mount Mercy University), Kem Saichaie (University of Minnesota-Twin Cities), Ryan D. Padgett (Northern Kentucky University) & Ernest T. Pascarella (University of Iowa)

Multitasking in the University Classroom
Lydia Burak (Bridgewater State University)

Criteria for Evaluating Journals in the Scholarship of Teaching and Learning in Agriculture, Natural Resources, and the Life Sciences
Marianne Stowell Bracke, Sharon A. Weiner, Judith M. Nixon & Scott Deatherage (Purdue University)

The ‘Facebook' Effect: College Students' Perceptions of Online Discussions in the Age of Social Networking
Nicole E. Hurt (Georgia Southern University), Greg Moss (Oglethorpe University), Christen L. Bradley (University of Georgia), Lincoln R. Larson (Cornell University), Matthew D. Lovelace (University of Georgia), Luanna B. Prevost (Michigan State University), Nancy Riley (University of Georgia), Denise Domizi (University of Georgia) & Melinda Camus (University of Georgia)

Student Motivations for Choosing Online Classes
Heidi S. Harris & Elwyn W. Martin (Eastern Oregon University)

Why University Students Don't Read: What Professors Can Do To Increase Compliance
Mary E. Hoeft (University of Wisconsin-Barron County)

Reflections on a Teaching Commons Regarding Diversity and Inclusive Pedagogy
Michelle Glowacki-Dudka, Jennifer Murray & David W. Concepción (Ball State University)

Innovative Conference Curriculum: Maximizing Learning and Professionalism
Nancy Hyland & Jeannine Kranzow (Argosy University)

Flow in the Community College Classroom?: An Autoethnographic Exploration
Amanda O. Latz (Ball State University)

Fostering Ecological Citizenship: The Case of Environmental Service-Learning in Costa Rica
Jennifer Rebecca Kelly (Michigan State University) & Troy D. Abel (Western Washington University)

Fostering Academic Cooperation and Collaboration Through the Scholarship of Teaching and Learning: A Faculty Research Abroad Program in Poland
Casimir Barczyk, Lynn Zimmerman (Purdue University Calumet) & Nancy Davis (Valparaiso University)

Higher Education Students Reflections on Learning in Times of Academic Language Shift
Anne Marie Kagwesage (Linkoping University)

Promoting Research to the Masses: Assessing the Impact of a Poster Walk
Denise R. Adkins & Julie S. Lyon (Roanoke College)

An Investigative, Cooperative Learning Approach for General Chemistry Laboratories
Liz M. Díaz-Vázquez, Barbara Casañas Montes , Ileabett Echevarría Vargas, Griselle Hernández, Fernando González Illán, Anna Molina Calzada, Moraima Morales Cruz, Carlos Torres-Díaz, Kai Griebenow (University of Puerto Rico, Rio Piedras Campus)

Research-Teaching Linkages: Beyond the Divide in Undergraduate Medicine
Margaret MacDougall (University of Edinburgh Medical School )

Influencing Student Beliefs About the Role of the Civil Engineer in Society
Susan E. Nesbit, Robert Sianchuk, Jolanta Aleksejuniene & Rebecca Kindiak (University of British Columbia)

Use of Learner-Centered Instructional Strategies in Higher Education: Doctoral Student Assessments
Tricia Browne-Ferrigno (University of Kentucky) & Rodney Muth (University of Colorado Denver)

Improving the Development of Student's Research Questions and Hypotheses in an Introductory Business Research Methods Course
Laurie Strangman & Betsy Knowles (University of Wisconsin-La Crosse)

Analysis of the Effectiveness of Traditional Versus Hybrid Student Performance for an Elementary Statistics Course
Kamal M. Kakish, Lissa Pollacia, Adrian Heinz, Jennifer L Sinclair & Anthony Thomas (Georgia Gwinnett College)

Student Opinions and Preferences Regarding Personal Response Systems in the Graduate Physical Therapy Classroom: A Mixed-Methods Inquiry
Andi Beth Mincer & Anne W. Thompson (Armstrong Atlantic State University)

Use of Oral Reflection in Facilitating Graduate EAL Students' Oral-Language Production and Strategy Use: An Empirical Action Research Study
Li-Shih Huang (University of Victoria)

Transforming Teaching Practice through Action Research: The Role of the Scholarship of Teaching and Learning
Kalpana Goel (University of South Australia)

An Early Introduction to SoTL and the Shaping of an Academic Career
April McGrath (Mount Royal 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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International Journal for the Scholarship of Teaching & Learning is a publication of the Center for Teaching, Learning & Scholarship at Georgia Southern University, Statesboro, Georgia, USA.