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Volume 23, Number 1

Past Issue
Research Articles

Developing Professional Forums that Support Thoughtful Discussion, Reflection, and Social Action: One Faculty’s Commitment to Social Justice and Culturally Responsive Practice
      Ann Potts, University of North Carolina Wilmington, United States
      Kathleen Schlichting, University of North Carolina Wilmington, United States

pp. 11–19

Enhancing the Research-Teaching Nexus: Building Teaching-Based Research from Research-Based Teaching
      Lesley Willcoxson, Faculty of Business, University of the Sunshine Coast, Australia
      Mark L. Manning, Faculty of Business, University of the Sunshine Coast, Australia
      Natasha Johnston, Faculty of Business, University of the Sunshine Coast, Australia
      Katrina Gething, Faculty of Business, University of the Sunshine Coast, Australia

pp. 1–10

Service Learning and Civic Responsibility: Assessing Aggregate and Individual Level Change
      Kendra Brandes, Bradley University, United States
      Kevin Randall, Bradley University, United States

pp. 20–29

The Many Faces of Formative Assessment
      Judith Stull, LaSalle University, United States
      Susan Janse Varnum, Temple University, United States
      Joseph Ducette, Temple University, United States
      John Schiller, Temple University, United States

pp. 30–39

Podcasting as Complement to Graduate Teaching: Does It Accommodate Adult Learning Theories?
      Gaye Luna, Northern Arizona University, United States
      Deborah Cullen, Indiana University, United States

pp. 40–47

Are Choice-Making Opportunities Needed in the Classroom? Using Self-Determination Theory to Consider Student Motivation and Learner Empowerment
      Catherine F. Brooks, California State University, Long Beach, United States
      Stacy Young, California State University, Long Beach, United States

pp. 48–59

Project-based Learning and Pedagogy in Teacher Preparation: Staking Out the Theoretical Mid-Ground
      Hetty Roessingh, University of Calgary, Canada
      Wendy Chambers, University of Calgary, Canada

pp. 60–71

The Application of Racial Identity Development in Academic-Based Service Learning
      Lori Simons, Widener University, United States
      Lawrence Fehr, Widener University, United States
      Francis Hogerwerff, Widener University, United States
      Nancy Blank, Widener University, United States
      Denise Georganas, Widener University, United States
      Brittany Russell, Widener University, United States

pp. 72–83

Instructional Articles

Mission Possible: Using Near-World Scenarios to Prepare Graduates for the Professions
      Edward Peter Errington, James Cook University, Australia

pp. 84-91

Student-Centered Learning in Higher Education
      Gloria Brown Wright, Central Connecticut State University, United States

pp. 92-97

Overhauling Technical Handouts for Active Student Participation: A Model for Improving Lecture Efficiency and Increasing Attendance
      Keith Jakee, Honors College, Florida Atlantic University, United States

pp. 98-108

Teaching Evaluation: A Student Run Consulting Firm
      Nicole Cundiff, University of Alaska Fairbanks, United States
      Joel Nadler, Southern Illinois University Carbondale, United States
      Shauna Scribner, Southwestern Illinois College, Belleville, United States

pp. 109-113

Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design
      Jennifer M. Brill, Virginia Tech, United States
      Charles B. Hodges, Georgia Southern University, United States

pp. 114-118

A Pedagogy of Blending Theory with Community-Based Research
      Kathleen Brown, Pennsylvania State University, United States

pp. 119-127

Review Articles

Nurturing Critical Thinking and Academic Freedom in the 21st Century University
      Niall McCrae, King's College London, United Kingdom

pp. 128-134

Reviewers for Volume 23, Number 1

Copyright © 2019, International Journal of Teaching and Learning in Higher Education