Impact of Journaling on Students’ Self-Efficacy and Locus of Control
Krista K. Fritson, PsyD, University of Nebraska at Kearney
Suggested Citation
Fritson, K. K. (2008). Impact of journaling on students’ self-efficacy and locus of control. InSight: A Journal of Scholarly Teaching, 3, 75-83. https://doi.org/10.46504/03200809fr
“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
“I’m Afraid It’s Going to be Awkward”: Students’ Perceived Barriers to Visiting Instructors During Office Hours
Mary Stairs Vaugh, PhD, Amy Schmisseur, PhD, Christie Kleinmann, PhD, and Jason Stahl, Belmont University
Suggested Citation
Vaughn, M. S., Schmisseur, A., Kleinmann, C., & Stahl, J. (2024). “I’m afraid it’s going to be awkward”: Students’ perceived barriers to visiting instructors during office hours. InSight: A Journal of Scholarly Teaching, 19. Article 3. doi: 10.46504/19202403va
Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students Total
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
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
Gen Z Students Are Filling Our Online Classrooms: Do Our Teaching Methods Need a Reboot?
John A. Huss, EdD, Northern Kentucky University
Suggested Citation
Huss, J. A. (2023). Gen Z students are filling our online classrooms: Do our teaching methods need a reboot? InSight: A Journal of Scholarly Teaching, 18, 101-112. https://doi.org/10.46504/18202306hu
Thinking Critically about Critical Thinking: Integrating Online Tools to Promote Critical Thinking
B. Jean Mandernach, PhD, Park University
Suggested Citation
Mandernach, B. J. (2006). Thinking critically about critical thinking: Integrating online tools to promote critical thinking. InSight: A Journal of Scholarly Teaching, 1, 41-50. https://doi.org/10.46504/01200603ma
Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education
Stephen Pew, PhD, Park University
Suggested Citation
Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education. InSight: A Journal of Scholarly Teaching, 2, 14-25. https://doi.org/10.46504/02200701pe
Up for the Challenge: Scholarly Teaching in Times of Peril
Flower Darby, University of Missouri
Suggested Citation
Darby, F. (2023). Up for the challenge: Scholarly teaching in times of peril. InSight: A Journal of Scholarly Teaching, 18, 9-11. https://doi.org/10.46504/18202300da
Choice in Learning: Differentiating Instruction in the College Classroom
Angela Danley, EdD, and Carla Williams, EdD, University of Central Missouri
Suggested Citation
Danley, A., & Williams, C. (2020). Choice in learning: Differentiating instruction in the college classroom. InSight: A Journal of Scholarly Teaching, 15, 83-104. https://doi.org/10.46504/15202005da
Based on the total number of digital object identifier (doi) clicks since July 2023.
Updated 05/15/2025