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Volume 23, Number 2

Past Issue
Research Articles



Supporting Future Faculty in Developing their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants
      Alyssa Wise, Simon Fraser University, Canada

pp. 135–149




Students’ Roles in Exposing Growing Pains: Using the “Dean’s Concerns” to Refine Hybrid Instruction
      Teresa Foulger, Arizona State University, United States
      Audrey Amrein-Beardsley, Arizona State University, United States
      Meredith Toth, Arizona State University, United States

pp. 150–165




Facilitating Self-Regulated Learning: An Exploratory Case of Teaching a University Course on Japanese Society
      Akihiro Ogawa, Stockholm University, Sweden

pp. 166–174




Faculty Attitudes and Knowledge Toward Promoting Self-Determination and Self-Directed Learning for College Students With and Without Disabilities
      Barbara Hong, Penn State Altoona, United States
      Leigh Haefner, Penn State Altoona, United States
      Timothy Slekar, Penn State Altoona, United States

pp. 175–185




Hard Yards and High Hopes: The Educational Challenges of African Refugee University Students in Australia
      Vandra Harris, RMIT University, Australia
      Jay Marlowe, University of Auckland, New Zealand

pp. 186–196




Faculty Perceptions of Relevance in Teaching and Learning
      Susanna Calkins, Northwestern University, United States
      Andrew Seidler, University of Tennessee, United States

pp. 215–225




Students' Experience of University Space: An Exploratory Study
      Andrew Cox, University of Sheffield, United Kingdom

pp. 197–207




Educative Outcomes for Academic Service-Learning: Explicit Illustrations of Reflection
      Mary Knight-McKenna, Elon University, United States
      Alexa Darby, Elon University, United States
      Maggie Spingler, Elon University, United States
      Whitney Shafer, Elon University, United States

pp. 208–214




Student Evaluation of Teaching: An Instrument and a Development Process
      Kumar Alok, Chandragupt Institute of Management Patna, India

pp. 226–235




"It’s a Lonely Walk!": Supporting Postgraduate Researchers Through Writing
      Gillian Fergie, University College London, United Kingdom
      Suzanne Beeke, University College London, United Kingdom
      McKenna Colleen, University College London, United Kingdom
      Creme Phyllis, University College London, United Kingdom

pp. 236–245

Instructional Articles



Exploring Learner-Centered Assessment: A Cross-Disciplinary Approach
      Tisha Duncan, Meredith College, United States
      Allison Buskirk-Cohen, Delaware Valley College, United States

pp. 246-259




Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences
      Rick Houser, The University of Alabama, United States

pp. 260-268




Student-Centered Pedagogy: Co-Construction of Knowledge Through Student-Generated Midterm Exams
      Ruth Ahn, California State Polytechnic University, Pomona, United States
      Mary Class, California State Polytechnic University, Pomona, United States

pp. 269-281

Reviewers for Volume 23, Number 2





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