Volume 14, Number 2

Table of Contents

Articles

SoTL and the Institutional Review Board: Considerations before navigating the application process for classroom research in higher education PDF
Kathryn E. Linder, E. Deborah Elek, Lucia Calderon 1-14
Student views of instructor-student rapport in the college classroom PDF
Nathan Webb, Laura Obrycki Barrett 15-28
Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections PDF
Luke LeFebvre, Mike Allen 29-45
Popular psychological myths: A comparison of students’ beliefs across the psychology major PDF
Catherine M Gaze 46-60
Group simulation for “authentic” assessment in a maternal-child lecture course PDF
Desiree Hensel, Leah Stanley 61-70
Models of pre-service teachers' academic achievement: The influence of cognitive motivational variables PDF
Felicia Castro-Villarreal, Norma Guerra, Daniel Sass, Pei-Hsuan Hseih 71-95
Professional development of graduate teaching assistants in faculty-like positions: Fostering reflective practices through reflective teaching journals PDF
Muriel Gallego 96-110
Assessing Interdisciplinary Learning and Student Activism in a Water Issues Course PDF
Stephen J. Juris, Anja Mueller, Cathy Willermet, Eron Drake, Samik Upadhaya, Pratik Chhetri 111-132

Book Reviews

Book Review: Teaching Intensive and Accelerated Courses: Instruction that Motivates Learning PDF
Edgar Alan Burns 133-136

Complete Issue

Complete Issue Volume 14 Issue 2 PDF
Editor Journal of the Scholarship of Teaching and Learning


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