Vol. 7 No. 1 (2019): Teaching & Learning Inquiry

Published: 2019-03-29

Introduction

The people behind the papers

Gary Poole, Nancy L. Chick

1-2
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Articles

Threshold concepts in literary studies

Paul T. Corrigan

3-17
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Faking sociology? A content analysis of an introductory sociology student photography assignment

Stephanie Medley-Rath

18-33
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Mapping assets: High impact practices and the first-year experience

Shelly Wismath, Jan Newberry

34-54
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Development of a new framework to guide, assess, and evaluate student reflections in a university sustainability course

Kate Whalen, Antonio Paez

55-77
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Do personality traits matter? A comparative study of student preferences for teaching and learning activities and assessment modes in two different majors

Annika Maria Fjelkner, Andreas Hakansson, Pia Rosander

78-102
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Canadian undergraduates' reports of co-curricular involvement across the degree

Tanya Martini, Ryan Verbey-Verutis, Jill Grose, Brad Clarke, Amy Elder

103-119
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Creative innovation takes a (team teaching) family

Rebecca Pope-Ruark, Phillip Motley, William Moner

120-135
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The importance of perceived university life balance, hours per week engaged in academic activities, and academic resourcefulness

Deborah J. Kennett, Maureen J. Reed, Tasmine R. VandenBerg

136-153
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Citizens of the teaching commons: The rise of SoTL among US professors of the year, 1981-2015

Mary Huber

154-167
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Phenomenology as a methodology for Scholarship of Teaching and Learning research

Andrea S. Webb, Ashley J. Welsh

168-181
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Innovation

The first person

Helen Sword

182-190
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Teaching & Learning Inquiry Reviews

Sitting at the edge of (most) disciplines: Contemplating the contemplative in classroom practice A review of The Contemplative Mind in the Scholarship of Teaching and Learning

Huang Hoon Chng

191-195
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SoTL and STEM A review of The Scholarship of Teaching and Learning: A Guide for Scientists, Engineers and Mathematicians

Earle Derek Abrahamson

196-197
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