Who is the “public” when you make teaching public? Conceptions of audience in the scholarship of teaching and learning

1-14

Narrowing the teaching-research gap by integrating undergraduate education and faculty scholarship

15-28

An ‘interteaching’ informed approach to instructing large undergraduate classes

29-37

Faculty and student perceptions of post-exam attendance

38-55

Doing what Sociologists do: A student-engineered exercise for understanding workplace inequality

56-69

The perceived barriers toward reading empirical articles among graduate students: A mixed methods investigation

70-86

Second language learners’ achievement in literature through problem-based learning method

87-94

Complete Issue Volume 9 Issue 3