Vol. 24 No. 3 (2024): Journal of the Scholarship of Teaching and Learning | Journal of the Scholarship of Teaching and Learning

Published: 2024-09-26

JoSoTL v24 n3

Preservice Teachers’ Shifting Perspectives of Individuals with Intellectual and Developmental Disabilities in Service-Learning Experiences

Stephanie Devine, Cynthia C. Massey, Kathryn L. Haughney, Akintomide Adebile

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Conceptualizing SoTL: Situating One Research-Intensive University into a Broader 4M Framework

Kelsey Harvey, Celeste Suart, Martha Cassidy-Neumiller, Fairuz Karim, Alyssa Minhas, Jacob Krone, Julia Evanovitch

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Educating Students about Personal Privilege through an Interactive Modified Privilege Walk: A Quality Improvement Study
An Interactive Approach to Increase Personal Privilege Awareness

Elizabeth A. Brown, Garrett B. Anspach, Emma Vaught, Loren A. Brigham, Brandi White

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Assessment Design And Practices Toward Holistic Learning Of Higher Education Students: Empirical Evidence Via Path Analysis Modelling Approach

Ebenezer Afrifa-Yamoah, Esther Adama, Amanda Graf, Kwadwo Adusei-Asante

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How Do College Students with Disabilities Do? Law, Self-determination, Self-advocacy, and Campus Resources

Jeong IL Cho, Kate Jones

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Towards Deep Learning in Online Courses: A Case Study in Cross-Pollinating Universal Design for Learning and Dialogic Teaching

Professor Qiongli Zhu, Professor Sarfaroz Niyozov

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Participatory Culture for Social Justice: Students Deploying New Media as a Call to Action and Social Change

Sarah McCorkle

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A Reflection on the Current State of Active Learning Research

Amedee Marchand Martella, Darryl Schneider

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Midpoint Reading: Collaborative Student Annotation in the Humanities Classroom

Dan Dougherty

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