Volume 12

Full Journal – PDF

EDITORIAL:

Does Reading SoTL Matter?: Difficult Questions of Impact

Nancy L. Chick, PhD, University of Calgary

SCHOLARLY ARTICLES:

“Office Hours are Kind of Weird”: Reclaiming a Resource to Foster Student-Faculty Interaction

Margaret Smith, PhD, Managing Editor, Contexts, Yujie Chen, PhD, The Chinese University of Hong Kong, Rachel Berndtson, PhD, University of Maryland, College Park, Kristen M. Burson, PhD, Fritz-Haber Institute of the Max Plank Society, Berlin, Germany, and Whitney Griffin, PhD, Texas A&M University

Reading Effectively Across the Disciplines (READ): A Strategy to Improve Student Success

Juanita C. But, PhD, and Pamela Brown, PhD, New York City College of Technology of the City University of New York, and Davida S. Smyth, PhD, Mercy College

Futurology in the College Classroom

Skylar Davidson, MA, University of Massachusetts Amherst

Making it All Count: A Cross-Disciplinary Collaboration Model Incorporating Scholarship, Creative Activity, and Student Engagement

Rocky Dailey, EdD, and Melissa Hauschild-Mork, EdD, South Dakota State University

Arts Across the Disciplines: Using the Voices of the Oppressed and Vulnerable to Inspire Analytical Thinking in the Human Services Curricula

Ardith A. Peters, PhD, and Irene S. McClatchey, PhD, Kennesaw State University

Implementing Innovative Pedagogy and a Rainbow Curriculum to Expand Learning on Diversity

Steven W. Sumner, PhD, Sandra Sgoutas-Emch, PhD, Lisa Nunn, PhD, Evelyn Kirkley, PhD, University of San Diego

Using a Learning Styles Inventory to Examine Student Satisfaction with Web-Based Instruction: A 15-Year Study of One Professor’s Web-Based Course Instruction

Ralph Olliges, PhD, Webster University

An Engaging, Yet Failed Flip

Kevin S. Krahenbuhl, EdD, Middle Tennessee State

Convincing Students That Their Groupmates’ Success Can Increase, Not Diminish, Their Own Success

George M. Jacobs, PhD, and Nicolas Greliche, PhD, James Cook University Singapore