Browsing International Society For The Scholarship Of Teaching & Learning (ISSOTL) by Title

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  • Burghardt, Beatrix (International Society for the Scholarship of Teaching and Learning, 2009-10)
    This poster details the steps taken by a less-commonly-taught language program to transform a campus-wide graduate student instructor workshop into an interactive, discipline-specific session. Such restructuring prepares ...
  • Braun, Mark; Heacock, Isaac; Kearns, Katherine D.; Miller, Lauren E.; O’Loughlin, Valerie Dean; Sullivan, Carol Subiño (International Society for the Scholarship of Teaching and Learning, 2009-10)
    While graduate pedagogy courses may result in specific teaching behaviors in the short term, little is known whether these scholarly teaching behaviors and attitudes endure over time. Multiple evidenced-based assessments ...
  • Sikarskie, Amanda Grace (International Society for the Scholarship of Teaching and Learning, 2009-10)
  • Hunzicker, Jana (International Society for the Scholarship of Teaching and Learning, 2009-10)
    Learning leverage is characterized by three interactive dynamics: rigor, reward, and risk. Together, they create uncomfortable yet positive pressure that usually results in teacher learning. The model of learning leverage ...
  • Ahmad, Hena (International Society for the Scholarship of Teaching and Learning, 2009-10)
    An important way that SOTL will be sustained that does not appear to have been addressed in existing literature is through the encouragement that faculty who undertake it experience. Adlerian encouragement theory[1] posits ...
  • Polich, Susan; Cario, Cara H.; Monroe, Mary S.; Rodriguez, Carmen M. (International Society for the Scholarship of Teaching and Learning, 2009-10)
    The Audience Response System (ARS) has been used at our institution for approximately five years. ARS was initially used in the large lecture classroom for two purposes - to engage students’ interest in a topic and collect ...
  • Benatan, Ethan; Dene, Jezmynne; Eppley, Hilary; Geselbracht, Margret; Jamieson, Betsy; Johnson, Adam; Reisner, Barbara; Stewart, Joanne L.; Watson, Lori; Williams, Scott (International Society for the Scholarship of Teaching and Learning, 2009-10)
    The deep yet narrow training received by most chemistry faculty can make curricular innovation at the undergraduate level difficult. Faculty need current knowledge in a broad range of subdisciplines and effective approaches ...

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