Volume 10

Full Journal – PDF


Why College Faculty Need to Know the Research about Learning

Gary A. Smith, PhD, University of New Mexico


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

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, Regis University, and Luis Pérez, PhD, Regis University

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

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

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

An Investigation into Student Engagement in Higher Education Classrooms

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

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

Ekaterina Arshavskaya, PhD, Utah State University

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

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

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, Columbia University, and Yuan Wang, MA, Columbia University

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

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