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Volume 22, Number 3

Past Issue
Research Articles



Learning through Writing: Reconceptualizing the Research Supervision Process
      Leon Wolff, Bond University, Australia

pp. 229–237




Psychological Comparisons of Undergraduate and Graduate College of Education Students
      Michael Illovsky, Western Illinois University, United States

pp. 238–245




Enhancing Visibility in Graduate Education: Black Women's Perceptions of Inclusive Pedagogical Practices
      Franklin Tuitt, Morgridge College of Education - University of Denver, United States

pp. 246–257




Learning Assistants Program: Faculty Development for Conceptual Change
      Nadine McHenry, Widener University, United States
      Donna Ziegenfuss, University of Utah, United States
      Andrea Martin, Widener University, United States
      Annalisa Castaldo, Widener University, United States

pp. 258–268




Sounds for Study: Speech and Language Therapy Students’ Use and Perception of Exercise Podcasts for Phonetics
      Rachael-Anne Knight, City University London, United Kingdom

pp. 269–276




Reality-Based Learning: How to Get Business Students Down to Business
      Hans Knutsson, Lund University School of Economics and Management, Department of Business Administration, Sweden
      Anna Thomasson, Lund University School of Economics and Management, Department of Business Administration, Sweden
      Carl-Henric Nilsson, Lund University School of Economics and Management, Department of Business Administration, Sweden

pp. 277–286




Developing a Conceptual Model for Career Support for New Academics
      Andy Adcroft, University of Surrey, United Kingdom

pp. 287–298




Technology for Teaching and Learning: Moodle as a Tool for Higher Education
      Shaunda Wood, St. Thomas University, Canada

pp. 299–307




Educating Reflexive Practitioners: Casting Graduate Teaching Assistants as Mentors in First-Year Classrooms
      Jim Henry, University of Hawai'i at Manoa, United States
      Holly H. Bruland, University of Hawai'i at Manoa, United States

pp. 308–319




Sink or Swim? Improving Student Learning through Feedback and Self-Assessment
      Paul Sendziuk, The University of Adelaide, Australia

pp. 320–330




Course Grades, Quality of Student Engagement, and Students' Evaluation of Instructor
      Steven Culver, Virginia Polytechnic Institute & State University, United States

pp. 331–336




Influence of the Pedagogical Context on Students’ Evaluation of Teaching
      Edna Luna, Universidad Autonoma de Baja California, Mexico
      Vicente Aramburo, Universidad Autonoma de Baja California, Mexico
      Graciela Cordero, Universidad Autonoma de Baja California, Mexico

pp. 337–345




When Undergraduates Teach Undergraduates: Conceptions of and Approaches to Teaching in a Peer Led Team Learning Intervention in the STEM Disciplines: Results of a Two Year Study
      Bernhard Streitwieser, Northwestern University, United States
      Gregory Light, Northwestern University, United States

pp. 346–356




Epistemology, Pedagogy, and Latent Functions: The Peculiar Nature of Web-Based Public Access Courses
      John Hamlin, University of Minnesota Duluth, United States

pp. 357–364




Enhancing Academics' Capability to Engage Multicultural Classes and Internationalize at Home
      Anita Mak, University of Canberra, Australia

pp. 365–373

Review Articles



Literature vs. Practice: Challenges for International Students in the U.S.
      Osman Ozturgut, Uiversity of the Incarnate Word, United States
      Carole Murphy, University of Missouri-St. Louis, United States

pp. 374-385

Reviewers for Volume 22, Number 3





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