Volume 13

Full Journal – PDF


Engaging in Scholarly Teaching to Transform Practice: Encouragement for Reluctant Colleagues

Gregg Wentzell, PhD, Miami University


How Faculty Create Learning Environments for Diversity and Inclusion

Keonya C. Booker, PhD, College of Charleston and Gloria D. Campbell-Whatley, PhD, University of North Carolina at Charlotte

Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions

Shawn R. Tucker, PhD, Elon University

A Process and Outcome Evaluation of a One-Semester Faculty Learning Community: How Universities Can Help Faculty Implement High Impact Practices

Susan D. Einbinder, MS, PhD, California State University Dominguez Hills

“Why did I get a C?”: Communicating Student Performance Using Standards-Based Grading

Michael H. Scarlett, PhD, Augustana College

Making Better Tests with the Rasch Measurement Model

Omar Karlin, EdD, and Sayaka Karlin, MSEd, Toyo University, Toyo, Japan

Mentoring International Teaching Assistants: A Case Study of Improving Teaching Practices

Ekaterina Arshavskaya, PhD, Utah State University

How Age, Gender, and Class Format Relate to Undergraduate Students’ Perceptions of Effective Course Assessments

Rosalie S. Aldrich, PhD, Beth A. Trammell, PhD, HSPP, Stefania Poli, MA, Sara Potter, BS, and Kourtney Garringer, BS, Indiana University East

Pedagogical Practices of Teaching Assistants in Polysynchronous Classrooms: The Role of Professional Autonomy

Greg Mayer, PhD, Georgia Institute of Technology and Dia Sekayi, PhD, Morgan State University

Place-Based Learning across the Disciplines: A Living Laboratory Approach to Pedagogy

Karen Goodlad, MA, and Anne E. Leonard MS, MLIS, New York City College of Technology, CUNY