FULL JOURNAL:

InSight Volume 10

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EDITORIAL:

Why College Faculty Need to Know the Research about Learning

Gary A. Smith, PhD, University of New Mexico

Suggested Citation

Smith, G. A. (2015). Why college faculty need to know the research about learning. InSight: A Journal of Scholarly Teaching, 10, 9-18. https://doi.org/10.46504/10201500sm

Why College Faculty Need to Know the Research about Learning

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SCHOLARLY ARTICLES:

The Five Cs of Digital Curation: Supporting Twenty-First-Century Teaching and Learning

Mark E. Deschaine, PhD, Central Michigan University, and Sue Ann Sharma, PhD, Oakland University

Suggested Citation

Deschaine, M. E., & Sharma, S. A. (2015). The five cs of digital curation: Supporting twenty-first-century teaching and learning. InSight: A Journal of Scholarly Teaching, 10, 19-24. https://doi.org/10.46504/10201501de

The Five Cs of Digital Curation: Supporting Twenty-First-Century Teaching and Learning

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Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses

Vicki Caruana, PhD, Mount Saint Mary College, Kelli Woodrow, PhD, and Luis Pérez, PhD, Regis University

Suggested Citation

Caruana, V., Woodrow, K., & Pérez, L. (2015). Using the learning activities survey to examine transformative learning experiences in two graduate teacher preparation courses. InSight: A Journal of Scholarly Teaching, 10, 25-34. https://doi.org/10.46504/10201502ca

Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses

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Faculty Perception on Support to Do Their Job Well

Charissa K. Eaton, PhD, Aurea K. Osgood, PhD, Dawnette L. Cigrand, PhD, and Ann-Marie L. Dunbar, PhD, Winona State University

Suggested Citation

Eaton, C. K., Osgood, A. K., Cigrand, D. L., & Dunbar, A. L. (2015). Faculty perceptions on support to do their job well. InSight: A Journal of Scholarly Teaching, 10, 35-42. https://doi.org/10.46504/10201503ea

Faculty Perception on Support to Do Their Job Well

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Coming Home to School: Challenges and Strategies for Effective Teaching with Military Veterans

Michel A. Sportsman, PhD, and Lisa Thomas, PhD, Park University

Suggested Citation

Sportsman, M. A., & Thomas, L. (2015). Coming home to school: Challenges and strategies for effective teaching with military veterans. InSight: A Journal of Scholarly Teaching, 10, 43-55. https://doi.org/10.46504/10201504sp

Coming Home to School: Challenges and Strategies for Effective Teaching with Military Veterans

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An Investigation into Student Engagement in Higher Education Classrooms

Paula Witkowski, PhD, and Thomas Cornell, EdD, Webster University

Suggested Citation

Witkowski, P., & Cornell, T. (2015). An investigation into student engagement in higher education classrooms. InSight: A Journal of Scholarly Teaching, 10, 56-67. https://doi.org/10.46504/10201505wi

An Investigation into Student Engagement in Higher Education Classrooms

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Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students

Ekaterina Arshavskaya, PhD, Utah State University

Suggested Citation

Arshavskaya, E. (2015). Creative writing assignments in a second language course: A way to engage less motivated students. InSight: A Journal of Scholarly Teaching, 10, 68-78. https://doi.org/10.46504/10201506ar

Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students

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A Dual Approach to Fostering Under-Prepared Student Success: Focusing on Doing and Becoming

Suzanne C. Shaffer, MSEd, MEd, Barbara E. Eshbach, MLS, Penn State York, and Jorge A. Santiago-Blay, PhD, Smithsonian Institution’s National Museum of Natural History

Suggested Citation

Shaffer, S. C., Eshbach, B. E., & Santiago-Blay, J. A. (2015). A dual approach to fostering under-prepared student success: Focusing on doing and becoming. InSight: A Journal of Scholarly Teaching, 10, 79-91. https://doi.org/10.46504/10201507sh

A Dual Approach to Fostering Under-Prepared Student Success: Focusing on Doing and Becoming

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Negativity in Massive Online Open Courses: Impacts on Learning and Teaching and How Instructional Teams May Be Able to Address It

Denise Comer, PhD, Duke University, Ryan Baker, PhD, and Yuan Wang, MA, Columbia University

Suggested Citation

Comer, D., Baker, R., & Wang, Y. (2015). Negativity in massive online open courses: Impacts on learning and teaching and how instructional teams may be able to address it. InSight: A Journal of Scholarly Teaching, 10, 92-113. https://doi.org/10.46504/10201508co

Negativity in Massive Online Open Courses: Impacts on Learning and Teaching and How Instructional Teams May Be Able to Address It

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Using Technology-Nested Instructional Strategies to Enhance Student Learning

Angela Lumpkin, PhD, Texas Tech University, Rebecca M. Achen, PhD, Illinois State University, and Regan K. Dodd, PhD, Missouri Western State University

Suggested Citation

Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Using technology-nested instructional strategies to enhance student learning. InSight: A Journal of Scholarly Teaching, 10, 114-125. https://doi.org/10.46504/10201509lu

Using Technology-Nested Instructional Strategies to Enhance Student Learning

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Online Course Quality Assurance: Development of a Quality Checklist

Steven J. McGahan, MSEd, Christina M. Jackson, APR, EdD, and Karen Premer, MSEd, University of Nebraska at Kearney

Suggested Citation

McGahan, S. J., Jackson, C. M., & Premer, K. (2015). Online course quality assurance: Development of a quality checklist. InSight: A Journal of Scholarly Teaching, 10, 126-140. https://doi.org/10.46504/10201510mc

Online Course Quality Assurance: Development of a Quality Checklist

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