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Volume 23, Number 2 |
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| Research Articles |
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Supporting Future Faculty in Developing their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants
Alyssa Wise, Simon Fraser University, Canada
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pp. 135–149 |
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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
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pp. 150–165 |
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Facilitating Self-Regulated Learning: An Exploratory Case of Teaching a University Course on Japanese Society
Akihiro Ogawa, Stockholm University, Sweden
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pp. 166–174 |
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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
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pp. 175–185 |
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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
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pp. 186–196 |
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Faculty Perceptions of Relevance in Teaching and Learning
Susanna Calkins, Northwestern University, United States
Andrew Seidler, University of Tennessee, United States
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pp. 215–225 |
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Students' Experience of University Space: An Exploratory Study
Andrew Cox, University of Sheffield, United Kingdom
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pp. 197–207 |
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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
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pp. 208–214 |
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Student Evaluation of Teaching: An Instrument and a Development Process
Kumar Alok, Chandragupt Institute of Management Patna, India
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pp. 226–235 |
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"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
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pp. 236–245 |
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| Instructional Articles |
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Exploring Learner-Centered Assessment: A Cross-Disciplinary Approach
Tisha Duncan, Meredith College, United States
Allison Buskirk-Cohen, Delaware Valley College, United States
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pp. 246-259 |
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Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences
Rick Houser, The University of Alabama, United States
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pp. 260-268 |
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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
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pp. 269-281 |
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Reviewers for Volume 23, Number 2
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