Volume 17, Number 1 (2023)
Letter from the Editor
Letter from the Editors
Joe Pellegrino, Delores E. Liston, Nikki DiGregorio, and Delena Bell Gatch
Essays about SoTL
Engaged Alienation: SoTL, Inclusivity, and the Problem of Integrity
Michael K. Potter and Jessica Raffoul
Supporting the Scholarship of Teaching and Learning in Hong Kong
Carmel McNaught and Cecilia Chun
Research Articles
Can SoTL Generate High Quality Research while Maintaining its Commitment to Inclusivity?
Jill McSweeney and Matthew A. Schnurr
Teaching Generation Z Students About Politics: Optimism or Pessimism?
Mark K. McBeth, Jonathan W.L. Blakeman, Logan Kearsley, Alyson Tyler, and Emma Villanueva
Assessing Social Capital and Value Creation in Virtual Student Project Teams: Evidence from Online Management Courses
David B. Tataw
You Can't Have It All: Faculty and Student Priorities in the Online Classroom
John P. Steele, Thomas D. Dyer, and B. Jean Mandernach
It’s Complicated: Instructors’ Perception of their Teaching Roles Online
Colleen M. Sharen and Heather Kirk
SoTL Best Practices: 21st Century College Students’ Perceptions of Learning Styles and Instructional Design Materials’ Influence on the Successful Completion of Assignments
Mary Rickard, Doreen E. Sams, Samuel Mullis, and Aruna Sadasivan
Salient Factors in Predicting Student Success, Including Course Modality
David P. Nalbone, Minoo Ashoori, Bankole K. Fasanya, Michael W. Pelter, and Adam Rengstorf
A Really Good Example Helps Learning About an Abstract Concept
Ava Funkhouser and Elena Nicoladis
Utilizing Slow Reading Techniques to Promote Deep Learning
Brian Baldi and Cynthia Mejia
Increasing Knowledge and Skills of Graduate Students Using Experiential Education
Dawn C. Botts, Jennifer C. Buff, and Joseph F. Klein
Question Format Biases College Students' Metacognitive Judgments for Exam Performance
Michael J. McGuire
A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program
Solaire A. Finkenstaedt-Quinn, Field M. Watts, Ginger V. Shultz, and Anne Ruggles Gere
Rethinking “Damage-Centered” Research and Individual Solutions: Cultural Humility as a Framework to Increase Student Diversity in Undergraduate STEM Departments
Anita Chikkatur and Stephanie Valle
Active Learning Methodologies in a High Stakes Graduate Nursing Program
Nina McLain, Mary Jane Collins, and LaWanda Baskin
The Use of Mentored Inquiry Communities to Foster Scholarship of Teaching and Learning (SoTL): Outcomes of the American Occupational Therapy Association SoTL Program (2007-2017)
Jennifer S. Pitonyak, Amanda K. Giles, Lorrie A. George-Paschal, Bridgett Piernik-Yoder, and Steven D. Taff
Designing and Reflecting on Active Learning and Flipped Classrooms for Renal Physiology
Bernard Thomas Drumm Dr
Using Practice-Based Learning to Extend Undergraduate Teaching and Learning
Erica R. Hamilton and Kelly C. Margot
Addressing the Gap of Informal Science Field Experiences in Science Methods Courses
Christina L. McDaniel, Colton M. Wilder, and Cecile M. Arquette
Stop, Collaborate, and Listen: A Faculty Learning Community Developed to Address Gaps in Pre-Service Education about Interdisciplinary Collaboration
Emily Hoeh, Michelle L. Bonati, Suzannah Chatlos, Maureen Squires, and Bradley Countermine
