FULL JOURNAL:

InSight Volume 13

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EDITORIAL:

Engaging in Scholarly Teaching to Transform Practice: Encouragement for Reluctant Colleagues

Gregg Wentzell, PhD, Miami University

Suggested Citation

Wentzell, G. (2018). Engaging in scholarly teaching to transform practice: Encouragement for reluctant colleagues. InSight: A Journal of Scholarly Teaching, 13, 9-13. https://doi.org/10.46504/14201800we

Engaging in Scholarly Teaching to Transform Practice: Encouragement for Reluctant Colleagues

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SCHOLARLY ARTICLES:

How Faculty Create Learning Environments for Diversity and Inclusion

Keonya C. Booker, PhD, College of Charleston, and Gloria D. Campbell-Whatley, PhD, University of North Carolina at Charlotte

Suggested Citation

Booker, K. C., & Campbell-Whatley, G. D. (2018). How faculty create learning environments for diversity and inclusion. InSight: A Journal of Scholarly Teaching, 13, 14-27. https://doi.org/10.46504/14201801bo

How Faculty Create Learning Environments for Diversity and Inclusion

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Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions

Shawn R. Tucker, PhD, Elon University

Suggested Citation

Tucker, S. R. (2018). Social learning via improved daily writing assignments, implementation of study groups, and well-structured daily class discussions. InSight: A Journal of Scholarly Teaching, 13, 28-39. https://doi.org/10.46504/14201802tu

Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions

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A Process and Outcome Evaluation of a One-Semester Faculty Learning Community: How Universities Can Help Faculty Implement High Impact Practices

Susan D. Einbinder, MS, PhD, California State University Dominguez Hills

Suggested Citation

Einbinder, S. D. (2018). A process and outcome evaluation of a one-semester faculty learning community: How universities can help faculty implement high impact practices. InSight: A Journal of Scholarly Teaching, 13, 40-58. https://doi.org/10.46504/14201803ei

A Process and Outcome Evaluation of a One-Semester Faculty Learning Community: How Universities Can Help Faculty Implement High Impact Practices

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“Why did I get a C?”: Communicating Student Performance Using Standards-Based Grading

Michael H. Scarlett, PhD, Augustana College

Suggested Citation

Scarlett, M. H. (2018). “Why did I get a C?”: Communicating student performance using standards-based grading. InSight: A Journal of Scholarly Teaching, 13, 59-75. https://doi.org/10.46504/14201804sc

"Why did I get a C?": Communicating Student Performance Using Standards-Based Grading

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Making Better Tests with the Rasch Measurement Model

Omar Karlin, EdD, and Sayaka Karlin, MSEd, Toyo University, Toyo, Japan

Suggested Citation

Karlin, O., & Karlin, S. (2018). Making better tests with the Rasch measurement model. InSight: A Journal of Scholarly Teaching, 13, 76-100. https://doi.org/10.46504/14201805ka

Making Better Tests with the Rasch Measurement Model

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Mentoring International Teaching Assistants: A Case Study of Improving Teaching Practices

Ekaterina Arshavskaya, PhD, Utah State University

Suggested Citation

Arshavskaya, E. (2018). Mentoring international teaching assistants: A case study of improving teaching practices. InSight: A Journal of Scholarly Teaching, 13, 101-117. https://doi.org/10.46504/14201806ar

Mentoring International Teaching Assistants: A Case Study of Improving Teaching Practices

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How Age, Gender, and Class Format Relate to Undergraduate Students’ Perceptions of Effective Course Assessments

Rosalie S. Aldrich, PhD, Beth A. Trammell, PhD, HSPP, Stefania Poli, MA, Sara Potter, BS, and Kourtney Garringer, BS, Indiana University East

Suggested Citation

Aldrich, R. S., Trammell, B. A., Poli, S., Potter, S., & Garringer, K. (2018). How age, gender, and class format relate to undergraduate students’ perceptions of effective course assessments. InSight: A Journal of Scholarly Teaching, 13, 118-129. https://doi.org/10.46504/14201807al

How Age, Gender, and Class Format Relate to Undergraduate Students' Perceptions of Effective Course Assessments

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Pedagogical Practices of Teaching Assistants in Polysynchronous Classrooms: The Role of Professional Autonomy

Greg Mayer, PhD, Georgia Institute of Technology, and Dia Sekayi, PhD, Morgan State University

Suggested Citation

Mayer, G., & Sekayi, D. (2018). Pedagogical practices of teaching assistants in polysynchronous classrooms: The role of professional autonomy. InSight: A Journal of Scholarly Teaching, 13, 130-149. https://doi.org/10.46504/14201807ma

Pedagogical Practices of Teaching Assistants in Polysynchronous Classrooms: The Role of Professional Autonomy

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Place-Based Learning across the Disciplines: A Living Laboratory Approach to Pedagogy

Karen Goodlad, MA, and Anne E. Leonard, MS, MLIS, New York City College of Technology, CUNY

Suggested Citation

Goodlad, K., & Leonard, A. E. (2018). Place-based learning across the disciplines: A living laboratory approach to pedagogy. InSight: A Journal of Scholarly Teaching, 13, 150-164. https://doi.org/10.46504/14201808go

Place-Based Learning across the Disciplines: A Living Laboratory Approach to Pedagogy

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