Vol. 19 No. 3 (2019): Journal of the Scholarship of Teaching and Learning | Journal of the Scholarship of Teaching and Learning

Published: 2019-06-17

JoSoTL v19 n3 (2019)

“Do we really need this class?”: Former K-12 Teachers Transitioning to Teaching as University Faculty

Margarita Jimenez-Silva, Pamela Hodges Kulinna, Anna Montana Cirell, Matt Balmaseda

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Enhancing the Emotional Intelligence of Students: Helping the Critical Few

Kara Wolfe

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Designing Flipped-Classes to be Taught with Limited Resources: Impact on Students’ Attitudes and Learning

Sheri Stover, M. A. Houston

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Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course

Mark Jensen, Lauren Scharff

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Career Exploration at an Appalachian University: Effectiveness and Pre-Existing Resources

Christen Tomlinson Logue, Brittany M. Zins, M.A., Sarah M. FLynn, Chris J. Dewhurst, M.Ed.

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“There is no escaping it”: Graduate Student Conceptions of Environment and their Implications for Learning Motivation and Public Health Curricula

Katherine L Cheesman, Emily Q Ahonen

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Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

Lisa A. Vinney, Jennifer C. Friberg, Mary Smyers

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One Size Doesn’t Fit All: Students’ Perceptions of FYE Approaches

Dahliani Reynolds, Loren Byrne, Jennifer Campbell, Becky Spritz

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Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation

Ryan Long

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