Editors
| Editors-in-Chief: | (2016-present) |
|---|---|
| (2014-present) | |
| (2021-present) | |
| Copy Editors: | (2018-present) |
| Former Editors: | Laura B. Regassa (2014-2016) |
| Lorraine Gilpin (2013-2014) | |
| Alan Altany (Founding Editor, 2007-2013) |
International Journal for the Scholarship of Teaching & Learning is an open, double-blind peer reviewed electronic journal published in May and November each year by the Center for Teaching Excellence 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.
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Current Issue: Volume 15, Number 1 (2021)
Letter from the Editor
Letter from the Editors
Joe Pellegrino, Delores D. Liston, Nikki DiGregorio, and Delena Bell Gatch
Essays about SoTL
Why Aren't My Students Reading: Faculty & Student Research Unveiling the Hidden Curriculum of Course Material Usage
Jayne R. Goode, Kerri K. Morris, Bradley Smith, and J. Christopher Tweddle
Using the Authentic Intellectual (AIW) Framework to Connect First Year Students with the Local Blues Society
tom m. buckmiller and Jennifer Thoma
High Impact Learning for Facilitator Training and Development
Launa Gauthier and Yasira Waqar
Literature Review
The Morass of Misconceptions: How Unjustified Beliefs Influence Pedagogy and Learning
Morgan McAfee and Bobby Hoffman
Research Articles
The SoTL Body: Identifying and Navigating Points of Entry
Jessica Raffoul, Michael K. Potter, and David M. Andrews
Supporting STEM Faculty of Large Enrollment Undergraduate Courses: A Mixed Methods Study of Impact
Lindsay B. Wheeler
Student-generated Questions: Developing Mathematical Competence through Online-Assessment
Sima Caspari-Sadeghi, Brigitte Forster-Heinlein, Jutta Maegdefrau, and Lena Bachl
Service-Learning to Develop Responsiveness Among Preservice Teachers
Elizabeth S. White
Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching
Alicia L. Moore, Rebecca M. Giles, and Paige Vitulli