Volume 14, Number 2 (2020)
Letter from the Editor
Letter from the Editors
Delores Liston, Delena Bell Gatch, and Joe Pellegrino
Essay about SoTL
Growth of Pedagogical Practice in an Active Multidisciplinary FLC on Flipped Learning
Grace Onodipe, Michelle Robbins, Gwendoline Ayuninjam, Tashana Howse, Adrienne Cottrell-Yongye, and Jayme Curry-Savage
Research Articles
Trekking the Educator Track at a Research-Intensive University: Five Accounts of Different Career Levels
Mark Brooke, Koi Cheng Lee, Misty So-Sum Wai-Cook, Gene Segarra Navera, and Jonathan Tang Kum Khuan
Syllabus Language, Teaching Style, and Instructor Self-Perception: Toward Congruence
Christopher Richmann, Courtney Kurinec, and Matthew Millsap
Creating Leaders: A Pilot SoTL Study of an Ontological / Phenomenological Leadership Course
Miriam Carey
Making the Invisible Visible: Enhancing Information Literacy and Metacognition with a Constructivist Activity
Jessica Denke, Jennifer Jarson, and Stefanie Sinno
Using Prior Knowledge and Student Engagement to Understand Student Performance in an Undergraduate Learning-to-Learn Course
Sarah K. Davis, Rebecca L. Edwards, Allyson F. Hadwin, and Todd M. Milford
Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project
Marianne Bessy and Stephanie M. Knouse
Comparing Mastery-based Testing with Traditional Testing in Calculus II
Amanda Harsy and Alyssa Hoofnagle
