Volume 12



Does Reading SoTL Matter?: Difficult Questions of Impact

Nancy L. Chick, PhD, University of Calgary

Suggested Citation

Chick, N. L. (2017). Does reading SoTL matter?: Difficult questions of impact. InSight: A Journal of Scholarly Teaching, 12, 9-13. https://doi.org/10.46504/12201700ch


“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

Suggested Citation

Smith, M., Chen, Y., Berndtson, R., Burson, K. M., & Griffin, W. (2017). “Office hours are kind of weird”: Reclaiming a resource to foster student-faculty interaction. InSight: A Journal of Scholarly Teaching, 12, 14-29. https://doi.org/10.46504/12201701sm

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

Suggested Citation

But, J. C., Brown, P., & Smyth, D. S. (2017). Reading effectively across the disciplines (READ): A strategy to improve student success. InSight: A Journal of Scholarly Teaching, 12, 30-50. https://doi.org/10.46504/12201702bu

Futurology in the College Classroom

Skylar Davidson, MA, University of Massachusetts Amherst

Suggested Citation

Davidson, S. (2017). Futurology in the college classroom. InSight: A Journal of Scholarly Teaching, 12, 51-63. https://doi.org/10.46504/12201703da

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

Suggested Citation

Dailey, R., & Hauschild-Mork, M. (2017). Making it all count: A cross-disciplinary collaboration model incorporating scholarship, creative activity, and student engagement. InSight: A Journal of Scholarly Teaching, 12, 64-78. https://doi.org/10.46504/12201704da

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

Suggested Citation

Peters, A. A., & McClatchey, I. S. (2017). Arts across the disciplines: Using the voices of the oppressed and vulnerable to inspire analytical thinking in the human services curricula. InSight: A Journal of Scholarly Teaching, 12, 79-93. https://doi.org/10.46504/12201705pe

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

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

Suggested Citation

Sumner, S. W., Sgoutas-Emch, S., Nunn, L., & Kirkley, E. (2017). Implementing innovative pedagogy and a rainbow curriculum to expand learning on diversity. InSight: A Journal of Scholarly Teaching, 12, 94-119. https://doi.org/10.46504/12201706su

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

Suggested Citation

Olliges, R. (2017). 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. InSight: A Journal of Scholarly Teaching, 12, 120-131. https://doi.org/10.46504/12201707ol

An Engaging, Yet Failed Flip

Kevin S. Krahenbuhl, EdD, Middle Tennessee State

Suggested Citation

Krahenbuhl, K. S. (2017). An engageing, yet failed flip. InSight: A Journal of Scholarly Teaching, 12, 132-144. https://doi.org/10.46504/12201708kr

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

Suggested Citation

Jacobs, G. M., & Greliche, N. (2017). Convincing students that their groupmates’ success can increase, not diminish, their own success. InSight: A Journal of Scholarly Teaching, 12, 145-157. https://doi.org/10.46504/12201709ja