|Editor-in-Chief:||Lorraine Gilpin, Georgia Southern University|
|Founding Editor:||Alan Altany|
International Journal for the Scholarship of Teaching & Learning is an open, double-blind peer reviewed electronic journal published twice per year by the Centers for Teaching & Technology at Georgia Southern University. The journal is an international forum for research and information about the scholarship of teaching and learning (SoTL) and its applications in higher/tertiary education.
There are two submission periods: September 15 – November 15 and March 15 – May 15.
Current Issue: Volume 7, Number 2 (2013)
Safe Spaces, Difficult Dialogues, and Critical Thinking
Barbara Mae Gayle Dr., Derek Cortez, and Raymond W. Preiss
Essay about SoTL
Students’ Responses to Application Quests: A Case-based Learning Activity
Tim Brackenbury, Ryan Bronkema, and Liane D. Ortis
Student-faculty Co-inquiry Into Student Reading: Recognising SoTL as Pedagogic Practice
Saranne Weller, Grete Kotryna Domarkaite, Joseph Lam Chung Lam, and Lidya Utari Metta
Identifying the Effects of Specific CHC Factors on College Students’ Reading Comprehension
Gordon E. Taub and Nicholas Benson
Inclusive, Interactive Classroom as Student-Learning Facilitator
Celia Lo and Allison N. Monge
Brief Measure of Student-Instructor Rapport Predicts Student Success in Online Courses
William J. Lammers and J. Arthur Gillaspy Jr.
How Does High Impact Practice Predict Student Engagement? A Comparison of White and Minority Students
Jeffrey Sweat, Glenda Jones, Suejung Han, and Susan M. Wolfgram
Using Performance Tasks to Improve Quantitative Reasoning in an Introductory Mathematics Course
Gerald Kruse and David Drews
Real Life Applications in Mathematics: What Do Students Prefer?
Kirthi Premadasa and Kavita Bhatia
Effects of Instructional Model on Student Attitude in an Introductory Biology Laboratory
Stephen M. Rybczynski and Elisabeth E. Schussler
Preparing Elementary Educators to Teach Reading: An Exploratory Study of Preservice Teachers’ Evolving Sense of Reading Efficacy
Andrea M. Kent, Rebecca M. Giles, and Mary Hibberts
Personal Reflection: Teaching in the Shadow of a Dead God
Paul T. Corrigan