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

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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

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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

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Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs

Jennifer E. Haan, Colleen Gallagher, Lisa Varandani

37-51

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Student engagement in a compulsory introductory physiology course.

Stephen Brown, Sue White, Alex Bowmar, Nicola Power

52-62

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

Caroline S. Parsons

63-77

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

Catherine Borshuk

78-86

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