Volume 14

Full Journal – PDF

EDITORIAL:

Scholarship of Teaching and Learning (SoTL): Transformative Professional Development for Teachers

Jana Hunzicker, EdD, Bradley University

Suggested Citation

Hunzicker, J. (2019). Scholarship of Teaching and Learning (SoTL): Transformative professional development for teachers. InSight: A Journal of Scholarly Teaching, 14, 9-12. https://doi.org/10.46504/14201900hu

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SCHOLARLY ARTICLES:

Overcoming Gender Bias in STEM: The Effect of Adding the Arts (STEAM)

Clara Wajngurt, PhD, City University of New York, and Pessy J. Sloan, PhD, Daemen College

Suggested Citation

Wajngurt, C., & Sloan, P. J. (2019). Overcoming gender bias in STEM: The effect of adding the arts (STEAM). InSight: A Journal of Scholarly Teaching, 14, 13-28. https://doi.org/10.46504/14201901wa

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Collaborative Pedagogy in a Design Thinking Education Course

Rosetta Marantz Cohen, EdD, and Lucy Mule, PhD, Smith College

Suggested Citation

Marantz Cohen, R., & Mule, L. (2019). Collaborative pedagogy in a design thinking education course. InSight: A Journal of Scholarly Teaching, 14, 29-42. https://doi.org/10.46504/14201902ma

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Learning Analytics in Higher Education: A Reflection

John Zilvinskis, PhD, Binghamton University, State of New York, and James E. Wills, III, PhD, University of Indianapolis

Suggested Citation

Zilvinskis, J., & Willis, J. E., III. (2019). Learning analytics in higher education: A reflection. InSight: A Journal of Scholarly Teaching, 14, 43-54. https://doi.org/10.46504/14201903zi

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Strengthening Field Education: An Integrated Model for Signature Pedagogy in Social Work

Debra Olson-Morrison, PhD, Tami Radohl, PhD, and Geri Dickey, PhD, Park University

Suggested Citation

Olson-Morrison, D., Radohl, T., & Dickey, G. (2019). Strengthening field education: An integrated model for signature pedagogy in social work. InSight: A Journal of Scholarly Teaching, 14, 55-73. https://doi.org/10.46504/14201904ol

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SoTL’s Impact on Teaching Goals: A Case Study from a Regional University

Kelley Shaffer, PhD, James E. Gentry, EdD, and Sarah Maben, PhD, Tarleton State University

Suggested Citation

Shaffer, K., Gentry, J. E., & Maben, S. (2019). SoTL’s impact on teaching goals: A case study from a regional university. InSight: A Journal of Scholarly Teaching, 14, 74-87. https://doi.org/10.46504/14201905sh

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Constraints on Innovative Teaching in British Universities: An American Perspective

David M. Schultz, PhD, University of Manchester

Suggested Citation

Schultz, D. M. (2019). Constraints on innovative teaching in British universities: An American perspective. InSight: A Journal of Scholarly Teaching, 14, 88-98. https://doi.org/10.46504/14201906sc

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Exploring the Co-Teaching Experience in a Graduate-Level, Principal Preparation Course

Jafeth E. Sanchez, PhD, University of Nevada, Kelly Humphreys, PhD, Rita Cannan Elementary School, and Kevin Carroll, MEd, Sparks High School

Suggested Citation

Sanchez, J. E., Humphreys, K., & Carroll, K. (2019). Exploring the co-teaching experience in a graduate-level, principal preparation course. InSight: A Journal of Scholarly Teaching, 14, 99-112. https://doi.org/10.46504/14201907sa

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Using Student Perceptions of Collaborative Mapping to Facilitate Interdisciplinary Learning

Michele C. Everett, PhD, Coastal Carolina University

Suggested Citation

Everett, M. C. (2019). Using student perceptions of collaborative mapping to facilitate interdisciplinary learning. InSight: A Journal of Scholarly Teaching, 14, 113-129. https://doi.org/10.46504/14201908ev

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