Volume 19, Number 1 (2025)
Letter from the Editor
Letter from the Editors
Larissa Oliveira Pires, Selçuk Doğan, Hui Jin, and Pellegrino
Research Articles
Construction of a CURE Community to Empower Faculty and Accelerate Pedagogical Change
Laura M. Christian, Kristin M. Fox, Anthony J. Bell Jr., DeChenne-Peters, Joseph Provost PhD, Jessica K. Bell, and J. Ellis Bell
Piloting the Appreciative Tuning Protocol: Improving Integration through a Collaborative Professional Development Model
Teresa S. Foulger, Ashleigh King, and Shyla Gonzalez-Dogan
Belonging, Re-Belonging And Re-Becoming: A Science Teacher Educator’s Self-Study of Using Pedagogical Tensions to Explore The Shaping of One’s Pedagogical Approaches
Hlologelo Climant Khoza
Enhancing Students’ Academic Success through Reflective Writing in an Undergraduate Flipped Course
Grace Onodipe, Darryl Romanow, and Michelle M. Robbins
Evidence in Support of Adaptive Learning for Pre-Class Preparation in a Flipped STEM Classroom
Renee M. Clark, Autar Kaw, Andrew Scott, Saurav Kumar, and Ali Yalcin
Avatars vs. Actors: Comparison Shows Little Difference in Role-Play Simulations for Psychology Students
Melinda Russell-Stamp, Jean R. Norman, and Kennedy Parker
Lecturers’ Experiences of Teaching a Module in an Interdisciplinary Study Programme
Jennifer Schijf, Greetje Van der Werf, and Ellen Jansen
Reflective Perspectives on Interdisciplinary Teaching in Public Health Education: Insights from a Mixed-Methods Approach
Raymond Boon Tar Lim, Claire Gek Ling Tan, Kelly Voo, Lee, and Cecilia Woon Chien Teng
Student and Perceived Instructor Big Five Traits as Predictors of Rapport and Course Grades
Anna E. Park; J. Arthur Gillaspy, Jr.; and William Lammers
