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Volume 29, Number 1

Current Issue
Research Articles



Student and Instructor Perceptions of a Flipped College Algebra Classroom
      Robert Jaster, Odessa College, United States

pp. 1–16




Using Critical Thinking Teaching Methods to Increase Student Success: An Action Research Project
      Herbert Nold, Polk State College, United States

pp. 17–32




Music Instrument Teachers in Higher Education: An Investigation of the Key Influences on How They Teach in the Studio
      Ryan Daniel, James Cook University, Australia
      Kelly Parkes, Teachers College Columbia University, United States

pp. 33–46




Strategies for Increasing Response Rates for Online End-of-Course Evaluations
      Diane Chapman, NC State University, United States
      Jeff Joines, NC State University, United States

pp. 47–60




Goal Setting as Teacher Development Practice
      Heather Camp, Minnesota State University, Mankato, United States

pp. 61–72




Exploring Graduate Students’ Understanding of Research: Links Between Identity and Research Conceptions
      Karen Ross, UMASS Boston, United States
      Barbara Dennis, Indiana University, United States
      Pengfei Zhao, Indiana University, United States
      Peiwei Li, Springfield College, United States

pp. 73–86




Dismantling the White Supremacy Embedded in our Classrooms: White Faculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students
      Chayla Haynes, Texas A&M University, United States

pp. 87–107




Students’ Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms
      Jung Hyun, Seattle Pacific University, United States
      Ruth Ediger, Seattle Pacific University, United States
      Donghun Lee, Seattle Pacific University, United States

pp. 108–118




Using Diffusion of Innovation Theory to Promote Universally Designed College Instruction
      Sally Scott, Association on Higher Education and Disability, United States
      Joan McGuire, University of Connecticut, United States

pp. 119–128




The Experiential Learning Impact of International and Domestic Study Tours: Class Excursions That Are More Than Field Trips
      Lilia Gomez-Lanier, University of Georgia, United States

pp. 129–144




Factors Related to Cognitive, Emotional, and Behavioral Engagement in the Online Asynchronous Classroom
      Maura Pilotti, Ashford University, United States
      Stephanie Anderson, Ashford University, United States
      Pamela Hardy, Ashford University, United States
      Pamela Murphy, Ashford University, United States
      Pamela Vincent, Ashford University, United States

pp. 145–153

Instructional Articles



Engaged Journalism: Using Experiential Learning Theory (ELT) for In-Class Journaling Activities
      J. Jacob Jenkins, California State University Channel Islands, United States
      Tracylee Clarke, California State University Channel Islands, United States

pp. 154-161




When Twitter Meets Advocacy: A Multicultural Undergraduate Research Project From a First-Year Seminar
      Sarah Maben, Tarleton State University, United States
      Lora Helvie-Mason, Tarleton State University, United States

pp. 162-176




Putting Structure to Flipped Classrooms Using Team-Based Learning
      Krisztina Jakobsen, James Madison University, United States
      Megan Knetemann, James Madison University, United States

pp. 177-185




Emerging Team Leader Dynamics in Contingent Situations: A Doctoral-Level Simulation
      Ronald Rojas, University of Phoenix, SAS, United States

pp. 186-191

Reviewers for Volume 29, Number 1

Forthcoming Issue: Volume 29, Number 2





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