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Vol. 1 No. 1 (2013): Teaching & Learning Inquiry
Vol. 1 No. 1 (2013): Teaching & Learning Inquiry
The Inaugural Issue
Published:
2015-12-17
Editorial Office and Board
Editorial office and board
Nancy Chick
iii
PDF
Introduction
Launching TLI: SoTL's purposes, processes, and people
Nancy Chick, Gary Poole
1-4
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Articles
The transformative potential of the scholarship of teaching
Carolin Kreber
5-18
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Validity through dialogue
Barbara Cambridge
19-21
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A new scholarship of classroom-based, open, communal inquiry
Jan Parker
23-33
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How SoTL-active faculty members can be cosmopolitan assets to an institution
Daniel Bernstein
35-40
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SoTL inquiry in broader curricular and institutional contexts: Theoretical underpinnings and emerging trends
Harry Hubball, Marion L. Pearson, Anthony Clarke
41-57
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Going public with pedagogical inquiries: SoTL as a methodology for faculty professional development
Joëlle Fanghanel
59-70
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Postcards from the edge of SoTL: A view from faculty development
Linda C. Hodges
71-79
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Faculty learning processes: A model for moving from scholarly teaching to the Scholarship of Teaching and Learning
Barbara M. Gayle, Nancy Randall, Lin Langley, Raymond Preiss
81-93
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Evidence of the impact of Scholarship of Teaching and Learning purposes
Keith Trigwell
95-105
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Assessment might dictate the curriculum, but what dictates assessment?
Phillip Dawson, Margaret Bearman, David J. Boud, Matt Hall, Elizabeth K. Molloy, Sue Bennett, Gordon Joughin
107-111
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One important lesson I’ve learned from my involvement with SoTL
Joy Mighty
113-116
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SoTL in verse
Lorraine S. Gilpin
117-119
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Principles of good practice in SoTL
Peter Felten
121-125
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The challenge of contextualising the Scholarship of Teaching and Learning
Erik Blair
127-130
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On the margins of SoTL discourse: An asian perspective
Huang Hoon Chng, Peter Looker
131-145
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