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Volume 29, Number 2

Past Issue
Research Articles



Capturing Student Perspectives Through a ‘Reggio’ Lens
      Diane Boyd, Liverpool John Moores University, United Kingdom
      Caroline Bath, Liverpool John Moores University, United Kingdom

pp. 192–200




A Multifaceted Partner Presentation Assignment for Improving Educational Outcomes Among College Students
      Claire Wood, University of North Carolina Greensboro, United States
      Daniel Perlman, University of North Carolina, Greensboro, United States

pp. 201–215




Enabling Systemic Change: Creating an ePortfolio Implementation Framework Through Design and Development Research for use by Higher Education Professionals
      Samantha Blevins, Radford University, United States
      Jennifer Brill, Virginia Tech, United States

pp. 216–232




Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners
      Linda S Vann, independent contractor, United States

pp. 233–244




An In-Depth Analysis of Teaching Themes and the Quality of Teaching in Higher Education: Evidence From the Programming Education Environments
      Belle Selene Xia, Aalto University, Finland

pp. 245–254




Peer / Self Assessment and Student Learning
      Abdou Ndoye, Northern Kentucky University, Qatar

pp. 255–269




Leading Change: An Organizational Development Role for Educational Developers
      Cynthia Weston, McGill University, Canada
      Jennie Ferris, McGill University, Canada
      Adam Finkelstein, McGill University, Canada

pp. 270–280




Tapping into Graduate Students’ Collaborative Technology Experience in a Research Methods Class: Insights on Teaching Research Methods in a Malaysian and American Setting
      Maria D. Vasquez-Colina, Florida Atlantic University, United States
      Pat Maslin-Ostrowski, Florida Atlantic University, United States
      Suria Baba, Universiti Malaysia Kelantan, Malaysia

pp. 281–292

Instructional Articles



Introducing “The Matrix Classroom” University Course Design That Facilitates Active and Situated Learning Though Creating Two Temporary Communities of Practice
      Emma Roberts, Leeds Trinity University, United Kingdom
      Karen Sayer, Leeds Trinity University,

pp. 293-299




Fostering Undergraduate Research Through a Faculty-Led Study Abroad Experience
      Anna Shostya, Pace University, United States
      Joseph C. Morreale, Pace University, United States

pp. 300-308




A Workbook for Scaffolding Mentored Undergraduate Research Experiences in the Social and Behavioral Sciences
      Erin Colbert-White, University of Puget Sound, United States
      Elizabeth Simpson, University of Miami, United States

pp. 309-380




Re-Writing Interpersonal Communication: A Portfolio-Based Curriculum for Process Pedagogy and Moving Theory Into Practice
      Summer Cunningham, University of South Florida, United States
      Mariaelena Bartesaghi, University of South Florida, United States
      Jim Bowman, University of South Florida, United States
      Whalen Jennifer, University of South Florida, United States

pp. 381-388




Student Choice and Higher-Order Thinking: Using a Novel Flexible Assessment Regime Combined With Critical Thinking Activities to Encourage the Development of Higher Order Thinking
      Lynette Pretorius, Monash University, Australia
      Greg P. van Mourik, Monash University, Australia
      Catherine Barratt, Monash University, Australia

pp. 389-401




Building Understanding of High School Students’ Transition to College
      Nelson Nunez Rodriguez, Hostos Community College of CUNY, United States
      Jacqueline DiSanto, Hostos Community College of CUNY, United States
      Antonios Varelas, Hostos Community College of CUNY, United States
      Sarah Brennan, Hostos Community College of CUNY, United States
      Kate Wolfe, Hostos Community College of CUNY, United States
      Ernest Ialongo, Hostos Community College of CUNY, United States

pp. 402-411




Competency-Based Education in a Traditional Higher Education Setting: A Case Study of an Introduction to Psychology Course
      Jennifer Simonds, Westminster College, United States
      Ellen Behrens, Westminster College, United States
      Jessica Holzbauer, University Neuropsychiatric Institute, United States

pp. 412-428

Reviewers for Volume 29, Number 2





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