Vol. 8 No. 1 (2020): Teaching and Learning Inquiry

Published: 2020-03-18

Introduction

What does it mean to be an ‘international’ journal?: What is submitted to TLI is what shapes TLI

Nancy Chick, Katarina Mårtensson

1-3
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Articles

Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning

Kasturi Behari-Leak

4-23
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Leading change from different shores: The challenges of contextualizing the Scholarship of Teaching and Learning

Huang Hoon Chng, Katarina Mårtensson, Brenda Leibowitz

24-41
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Beyond the conference: Singing our SSONG

Corinne A. Green, Michelle J. Eady, Marian McCarthy, Ashley B. Akenson, Briony Supple, Jacinta McKeon, James G. R. Cronin

42-60
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Constructive friction? Charting the relation between educational research and the Scholarship of Teaching and Learning

Maria Larsson, Katarina Mårtensson , Linda Price, Torgny Roxå

61-75
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The 4M framework as analytic lens for SoTL’s impact: A study of seven scholars

Nicola Simmons

76-90
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Chasing impact: The tale of three SoTL studies

Ekaterina Pechenkina

91-107
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Do we know what they are thinking? Theory of Mind and affect in the classroom

Aimee Knupsky, M. Soledad Caballero

108-121
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“Epic-Genetics”: An exploration of preservice helping professionals’ (mis)understanding of epigenetic influences on human development

Kate E. Snyder, Caroline M. Pittard, Allison Fowler, Corey T. Watson

122-137
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Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

MaryGrace Erickson, Danielle Marks, Elizabeth Karcher

138-153
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Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

Teresa Costouros

154-172
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Beyond the afterglow: Effective transfer of learning through instructional design

John P. Egan

173-186
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Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs

Beth Archer-Kuhn, Yeonjung Lee, Savannah Finnessey, Jacky Liu

187-207
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A self-defined professional development approach for current and aspiring educational developers

Jennie C. Ferris, Carolyn Samuel

208-220
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Participant perceptions of the faculty development Educational Research Series

Nancy Dalgarno, Corinne Laverty, Rylan Egan, Kendall Garton, Eleftherios Soleas, Jordan Babando, Richard van Wylick

221-245
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