Volume 11, Number 2 (2017)
Letter from the Editor
Editors' Note
IJ-SoTL Editors Liston & Gatch
Essay about SoTL
Title: Learning styles terminology: What is the researcher talking about?
Warren W. Lake, William E. Boyd, and Wendy Boyd
Research Articles
Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions
Carey Bernini Dowling
Dealing with Students’ Plagiarism Pre-Emptively Through Teaching Proper Information Exploitation
Mariya Chankova
Taking a Community Approach to Curriculum Change
Sarah E. Dalrymple, Anna Jo Auerbach, and Elisabeth E. Schussler
Working as Partners: Course Development by a Student–Teacher Team
Charlotta Bengtson, Mikaela Ahlkvist, William Ekeroth, Astrid Nilsen-Moe, Nathalie Proos Vedin, Katerina Rodiuchkina, Sofie Ye, and Marcus Lundberg
Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning
Darren H. Iwamoto, Jace Hargis, Richard Bordner, and Pomaika'inani Chandler
Shaping our literate lives: Examining the role of literacy experiences in shaping positive literacy identities of doctoral students
Christy M. Howard, Melissa Adams-Budde, Joy Myers, and Grant Jolliff
Not-so-critical friends: Graduate student instructors and peer feedback
Daniel L. Reinholz
Predicting Faculty Intentions to Assign Writing in Their Classes
David Trafimow, Lindsay M. Ruckel, Shelly Stovall, and Yogesh J. Raut New Mexico State University
Affect Matters: When Writing Feedback Leads to Negative Feeling
Amy Rupiper Taggart 2317148 and Mary Laughlin
The Role of Student Major in Grade Perception in Chemistry Courses
Andrew Karatjas and Jeffrey Webb
Technical Drafting and Mental Visualization in Interior Architecture Education
Ali Riza Arslan and Sibel Seda Dazkir
Problem-Based Learning and the Training of Secondary Social Studies Teachers: A Case Study of Candidate Perceptions during their Field Experience
Charles T. Wynn Sr. and William Okie
How Preservice Teachers Make Meaning of Mathematics Methods Texts
Shelly Sheats Harkness and Amy Brass
Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates
Nancy G. Caukin and Thomas M. Brinthaupt
