FULL JOURNAL:

InSight Volume 17

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EDITORIAL:

A Treasure Chest for Instructors

Tracie Marcella Addy, PhD, Lafayette College

Suggested Citation

Addy, T. M. (2022). A treasure chest for instructors. InSight: A Journal of Scholarly Teaching, 17, 9-11. https://doi.org/10.46504/17202200ad

A Treasure Chest for Instructors

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STUDENT EDITORIAL:

A Senior’s Perspective on Transferable Skills Learned in the Liberal Arts

Morgan Milledge, BA, Park University

Suggested Citation

Milledge, M. (2022). A senior’s perspective on transferable skills learned in the liberal arts. InSight: A Journal of Scholarly Teaching, 17, 12-14. https://doi.org/10.46504/17202200smi

A Senior’s Perspective on Transferable Skills Learned in the Liberal Arts

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INSIGHT ARTICLES

The Impact of Incorporating Indigenous and Other Nontraditional Ways of Mathematical Knowing into a University-Level Geometry Course

Patrick Bahls, PhD, University of North Carolina, Asheville

Suggested Citation

Bahls, P. (2022). The impact of incorporating indigenous and other nontraditional ways of mathematical knowing into a university-level geometry course. InSight: A Journal of Scholarly Teaching, 17, 15-27. https://doi.org/10.46504/17202201ba

The Impact of Incorporating Indigenous and Other Nontraditional Ways of Mathematical Knowing into a University-Level Geometry Course

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Student Perspectives on Using Virtual Reality to Create Informal Connection and Engagement

Amber Dailey-Hebert, PhD, Park University

Suggested Citation

Dailey-Hebert, A. (2022). Student perspectives on using virtual reality to create informal connection and engagement. InSight: A Journal of Scholarly Teaching, 17, 28-46. https://doi.org/10.46504/17202202da

Student Perspectives on Using Virtual Reality to Create Informal Connection and Engagement

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Volunteering in the Camp Setting as a Learning Tool: Graduate Students Share their Experiences

Steve King, PhD, LCSW, Irene Searles McClatchey, PhD, LCSW, and Bianca Channer, DSW, LCSW, Kennesaw State University

Suggested Citation

King, S., McClatchey, I. S., & Channer, B. (2022). Volunteering in the camp setting as a learning tool: Graduate students share their experiences. InSight: A Journal of Scholarly Teaching, 17, 47-64. https://doi.org/10.46504/17202203k

Volunteering in the Camp Setting as a Learning Tool: Graduate Students Share their Experiences

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Learning, Course Satisfaction, and Community in the Time of COVID-19: Student Perceptions of the Switch to Emergency Remote Teaching

Christina Iluzada, PhD and Tony L. Talbert, EdD, Baylor University

Suggested Citation

Iluzada, C., & Talbert, T. L. (2022). Learning, course satisfaction, and community in the time of COVID-19: Student perceptions of the switch to emergency remote teaching. InSight: A Journal of Scholarly Teaching, 17, 65-82. https://doi.org/10.46504/17202204il

Learning, Course Satisfaction, and Community in the Time of COVID-19: Student Perceptions of the Switch to Emergency Remote Teaching

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Learning, Student Well-being, and the Classroom: Reimagining a Class through Focus on Community

Michael Pasquale, PhD and Brian Pickerd, MA, Cornerstone University

Suggested Citation

Pasquale, M., & Pickerd, B. (2022). Learning, Student well-being, and the classroom: Reimagining a class through focus on community. InSight: A Journal of Scholarly Teaching, 17, 83-98. https://doi.org/10.46504/17202205pa

Learning, Student Well-being, and the Classroom: Reimagining a Class through Focus on Community

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The Good Game: Developing Feedback Skills through Action Learning

Andrea Dieckman, MBA, MSEd, Eric Nelson, PhD, Ray Luechtefeld, PhD, and Garrett Giles, MBA, University of Central Missouri

Suggested Citation

Dieckman, A., Nelson, E., Luechtefeld, R., & Giles, G. (2022). The good game: Developing feedback through action learning. InSight: A Journal of Scholarly Teaching, 17, 99-124. https://doi.org/10.46504/17202206di

The Good Game: Developing Feedback Skills through Action Learning

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INSTRUCT: REFLECTIONS ON INNOVATIVE TEACHING

Mindfulness and Gratitude: Does It Really Make a Difference for College Students?

Brant D. Winn, PhD, Park University

Suggested Citation

Winn, B. D. (2022). Mindfulness and gratitude: Does it really make a difference for college students? InSight: A Journal of Scholarly Teaching, 17, 125-138. https://doi.org/10.46504/17202207wi

Mindfulness and Gratitude: Does It Really Make a Difference for College Students?

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