Vol. 17 No. 1 (2017): Journal of the Scholarship of Teaching and Learning | Journal of the Scholarship of Teaching and Learning

Published: 2017-03-06

Complete Issue

Does it Matter if Students Have the Same Instructor for Both Lecture and Lab Sections? An Analysis of Introductory Biology Students

Michael Joseph Wise

1-14

PDF

Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates

Carole-Rae Reed, Luis Ivan Garcia, Margaret Slusser, Sharon Konowitz, Jewelry Yep

15-23

PDF

Team Teaching an Interdisciplinary First-Year Seminar on Magic, Religion, and the Origins of Science: A ‘Pieces-to-Picture’ Approach

Melati Nungsari, Maia Christine Dedrick, Shaily Patel

24-36

PDF

Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs

Jennifer E. Haan, Colleen Gallagher, Lisa Varandani

37-51

PDF

Student engagement in a compulsory introductory physiology course.

Stephen Brown, Sue White, Alex Bowmar, Nicola Power

52-62

PDF

Socializing intellectual talk: A case study of instructor follow-up statements in classroom discourse

Caroline S. Parsons

63-77

PDF

Managing Student Self-Disclosure in Class Settings: Lessons from Feminist Pedagogy

Catherine Borshuk

78-86

PDF