Browse Title Index


 
Issue Title
 
Vol 1, No 1 (2013): The Inaugural Issue The Challenge of Contextualising the Scholarship of Teaching and Learning Abstract   PDF
Erik Blair
 
Vol 4, No 2 (2016): Special Section: Students as Co-Inquirers The Ebb and Flow of Educational Change: Change Agents as Negotiators of Change Abstract   PDF
Cormac McGrath, Linda Barman, Terese Stenfors-Hayes, Torgny Roxå, Charlotte Silén, Klara Bolander Laksov
 
Vol 3, No 1 (2015) The Impact of the Immediate Feedback Assessment Technique on Course Evaluations Abstract   PDF
Trent W. Maurer, Jerri J. Knopp
 
Vol 4, No 2 (2016): Special Section: Students as Co-Inquirers The Missing Piece: Connecting SoTL and Student Learning Abstract   PDF
Peter Felten
 
Vol 2, No 1 (2014) The Necessary and Dual Conversations in a Vibrant SoTL Abstract   PDF
Nancy Chick, Gary Poole
 
Vol 1, No 2 (2013): International Collaborative Writing Groups Special Issue The Power of Social Networks: A Model for Weaving the Scholarship of Teaching and Learning into Institutional Culture Abstract   PDF
Andrea L. Williams, Roselynn Verwoord, Theresa A. Beery, Helen Dalton, James McKinnon, Karen Strickland, Jessica Pace, Gary Poole
 
Vol 4, No 1 (2016): Special Section: Arts and Humanities in SoTL—A Return to the Big Tent The Scholarship of Teaching and Learning as a Subversive Activity Abstract   PDF
David L. Boose, Pat Hutchings
 
Vol 1, No 2 (2013): International Collaborative Writing Groups Special Issue The Scholarship of Teaching and Learning in an Age of Accountability: Building Bridges Abstract   PDF
Pat Hutchings, Paola Borin, Linda Keesing-Styles, Lynn Martin, Renee Michael, Lauren Scharff, Scott Simkins, Ahmed Ismail
 
Vol 3, No 2 (2015) The Scholarship of Transformation: A Review of the Inaugural EuroSoTL Conference Abstract   PDF
Earle Abrahamson
 
Vol 1, No 1 (2013): The Inaugural Issue The Transformative Potential of the Scholarship of Teaching Abstract   PDF
Carolin Kreber
 
Vol 4, No 2 (2016): Special Section: Students as Co-Inquirers Think, Read, and Write Abstract   PDF
Ruth Derksen
 
Vol 3, No 1 (2015) Threshold Concepts in the Development of Problem-solving Skills Abstract   PDF
Shelly Wismath, Doug Orr, Bruce MacKay
 
Vol 4, No 2 (2016): Special Section: Students as Co-Inquirers To Teach is to Learn Twice: The Power of a Blended Peer Mentoring Approach Abstract   PDF
Norm Vaughan, Kayla Clampitt, Naomi Park
 
Vol 4, No 2 (2016): Special Section: Students as Co-Inquirers Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves Abstract   PDF
Alison Cook-Sather, Sophia Abbot
 
Vol 3, No 1 (2015) Two Teacher Educators’ Approaches to Developing Preservice Elementary Teachers’ Mathematics Assessment Literacy: Intentions, Outcomes, and New Learning Abstract   PDF
Ji-Eun Lee, Ji-Won Son
 
Vol 3, No 1 (2015) Using the Principles of SoTL to Redesign an Advanced Evolutionary Biology Course Abstract   PDF
Michael deBraga, Cleo Boyd, Shahad Abdulnour
 
Vol 1, No 1 (2013): The Inaugural Issue Validity through Dialogue Abstract   PDF
Barbara Cambridge
 
Vol 3, No 2 (2015) Valuing Learning and Valuing SoTL Abstract   PDF
Gary Poole, Nancy Chick
 
Vol 5, No 2 (2017) Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines Abstract   PDF
Hedieh Najafi, Carol Rolheiser, Stian Håklev, Laurie Harrison
 
Vol 3, No 1 (2015) Weaving SoTL into Our Everyday Lives Abstract   PDF
Gary Poole, Nancy Chck
 
Vol 2, No 2 (2014) What Did They Take Away?: Examining Newly Qualified U.S. Teachers’ Visions of Learning and Teaching Science in K-8 Classrooms Abstract   PDF
Deborah Roberts-Harris
 
Vol 5, No 1 (2017): Special Section—International Collaborative Writing Groups II Where’s the Transformation? Unlocking the Potential of Technology-Enhanced Assessment Abstract   ARTICLE   Appendix
Trudy Sweeney, Deborah West, Anthea Groessler, Aeron Haynie, Bettie Matheson Higgs, Janet Macaulay, Lucy Mercer-Mapstone, Michelle Yeo
 
Vol 2, No 2 (2014) ‘Catching Glimpses of Disciplinary Understanding’1: Collaborative Teaching, Learning, and Inquiry (A Review of Teaching, Learning, and the Holocaust: An Integrative Approach) Abstract   PDF
Huang Hoon Chng
 
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