Current and Past Issues

From the Editor…

In the three years I served as Editor of InSight, I had the very great fortune to
work with many thoughtful and innovative teachers. I learned from teacher-authors
who moved from simply asking a question to sharing inventive new methods
focused on improving student learning; I observed teacher-reviewers who provided
encouraging and detailed feedback; and I collaborated with teacher-editors who
carefully considered the scope and future of this journal as well as the scholarship of
teaching and learning. All of these teachers care deeply about their students and the
profession, and I am honored to have been in such good company. My time with
InSight energized my own teaching, and I look forward to continuing these
conversations on the Advisory Board. Therefore, it is appropriate that this valuable
sense of community serves as the foundation for our opening editorial.

In her essay, “Does Reading SoTL Matter?,” University of Calgary’s Nancy
Chick addresses the question (and underlying fear) of whether the scholarship of
teaching and learning is actually having an impact on teachers and students. As you
read the articles in this volume, there is little doubt that the authors and their
students are learning and improving, but Chick encourages us to not just read but act.
After reading about the inspiring work teachers are doing throughout the world, try
adopting one of their approaches in your own class and talk about it with your
colleagues.

In this volume, you will read about the value office hours can have – if their
purpose is explained to students; how reading strategies can be used effectively
across different disciplines; and how reconfiguring an assignment to focus on the
future can encourage student interest in solving problems. You will also find a new
conceptual model for artistic and academic collaboration; a pedagogical practice
using the voices of the oppressed and vulnerable (in art, music, literature, and film) to
teach future human service workers; and a curriculum deliberately focusing on
sexual diversity as one way of engaging with a diversity requirement. Lastly, the
volume ends with a longitudinal study about student satisfaction in online courses; a comparison of a lecture-based course with a flipped course; and suggestions for
addressing students’ concerns about group work.

InSight is a collaborative effort, and its success is a result of the hard work of
many people. At the top of that list is the invaluable Jamie Els, whose efforts keep the
journal running. B. Jean Mandernach, Amber Dailey-Hebert, and Emily D. Sallee are
always available for excellent support and advice. Patricia Marsh substantially
increases the accuracy and polish of the final product, and the feedback of the many
peer reviewers continually improves the quality of the journal. My thanks to the
entire InSight team.

– Stacey Kikendall, PhD

 

Current:

Volume 12

Past:

Volume 11

Volume 10

Volume 9

Volume 8

Volume 7

Volume 6

Volume 5

Volume 4

Volume 3

Volume 2

Volume 1