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Volume 30, Number 3

Past Issue
Research Articles



Transdisciplinary or Pedagogically Distinct? Disciplinary Considerations for Teaching Certificates in Higher Education
      Erika E. Smith, Mount Royal University, Canada
      Heather Kanuka, University of Alberta, Canada

pp. 388–401




Interdisciplinary Professional Learning Communities: Support for Faculty Teaching Blended Learning
      Laura Terry, Grand Canyon University, United States
      Maria Zafonte, Grand Canyon University, United States
      Sherman Elliott, Grand Canyon University, United States

pp. 402–411




Exploring the Intersections of Interdisciplinary Teaching, Experiential Learning, and Community Engagement: A Case Study of Service Learning in Practice
      Jennifer Culhane, Virginia Tech, United States
      Kim Niewolny, Virginia Tech, United States
      Susan Clark, Virginia Tech, United States
      Sarah Misyak, Virginia Tech, United States

pp. 412–422




Adjunct Professors’ Perception of Their Teaching Effectiveness
      Paul Hanson, Neumann University, United States
      Fred Savitz, Neumann University, United States
      Ryan Savitz, Neumann University, United States
      Marisa Rauscher, Neumann University, United States

pp. 423–432




Exploring First Year Undergraduate Students’ Conceptualizations of Critical Thinking Skills
      Karen Forbes, University of Cambridge, United Kingdom

pp. 433–442




First Impressions: Student and Faculty Feedback on Four Styles of Syllabi
      Robin Lightner, University of Cincinnati, Blue Ash College, United States
      Ruth Benander, University of Cincinnati, Blue Ash College, United States

pp. 443–453




Characteristics of High-Achieving Students and the Effectiveness of a Low-Cost Program in Three New Zealand Universities
      Pam Millward, The University of Auckland, New Zealand
      Christine Rubie-Davies, The University of Auckland, New Zealand
      Janna Wardman, The University of Auckland, New Zealand

pp. 454–464




“In All Honesty, You Don’t Learn Much”: White College Men’s Perceptions of Diversity Courses and Instructors
      Jörg Vianden, UW-La Crosse, United States

pp. 465–476




Self-Efficacy Beliefs and Effective Instructional Strategies: U.S. University English Learners’ Perspective
      Hong Shi, China University of Petroleum-Beijing, China

pp. 477–496




The Mindset and Intellectual Development Scale (MINDS): Metacognitive Assessment for Undergraduate Students
      David Mandeville, Columbia Basin College, United States
      Lisa Perks, Merrimack College, United States
      Sarah Benes, Merrimack College, United States
      Leah Poloskey, Merrimack College, United States

pp. 497–505




Experiences of the Teaching-Learning Environment and Approaches to Learning: Testing the Structure of the “Experiences of Teaching and Learning” Inventory in Relation to Earlier Analyses
      Evangelia Karagiannopoulou, University of Ioannina, Greece
      Fotios Milenos, University of Ioannina, Greece

pp. 506–521




Higher Education Supervision Practices on Student Thesis Writing: Language Function and Focus of Written Feedback
      Yenus Nurie, Bahir Dar University, Ethiopia

pp. 522–533

Instructional Articles



A STE[A]M Approach to Teaching and Learning
      Susan Copeland, Clayton State University, United States
      Michelle Furlong, Clayton State University, United States
      Bram Boroson, Clayton State University, United States

pp. 534-548




Gamification as Design Thinking
      Aaron Chia Yuan Hung, Adelphi University, United States

pp. 549-559




Teaching and Learning about Interprofessional Collaboration Through Student-Designed Case Study and Analysis
      Beverly Henry, Northern Illinois University, United States
      Catherine Garner, Northcentral University, United States
      Ann Guernon, Marianjoy Rehabilitation Hospital, United States
      Brandon Male, Northern Illinois University, United States

pp. 560-570




Poets with a Purpose: Using Autobiographical Writing to Engage Pre-service Teachers
      Rick Marlatt, New Mexico State University , United States
      Lilian Cibils, New Mexico State University, United States

pp. 571-577

Reviewers for Volume 30, Number 3





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