FULL JOURNAL:

InSight Volume 16

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EDITORIAL:

From Evidence to Imagination

James Lang, PhD, Assumption University

Suggested Citation

Lang, J. (2021). From evidence to imagination. InSight: A Journal of Scholarly Teaching, 16, 9-12. https://doi.org/10.46504/16202100la

From Evidence to Imagination

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STUDENT EDITORIAL:

A Student Perspective on Contract Grading

Taylor Lucas, BA, Park University

Suggested Citation

Lucas, T. (2021). A student perspective on contract grading. InSight: A Journal of Scholarly Teaching, 16, 13-15. https://doi.org/10.46504/16202100slu

A Student Perspective on Contract Grading

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INSIGHT ARTICLES

Exploring Value Variations in Instructor Presence Techniques for Online Students

Sarah N. Robertson, PhD, John P. Steele, MEd, MPsy, and B. Jean Mandernach, PhD, Grand Canyon University

Suggested Citation

Robertson, S. N., Steele, J. P., & Mandernach, B. J. (2021). Exploring value variations in instructor presence techniques for online students. InSight: A Journal of Scholarly Teaching, 16, 16-49. https://doi.org/10.46504/16202101ro

Exploring Value Variations in Instructor Presence Techniques for Online Students

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Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession

Misty G. Smith, DSW, Tarleton State University

Suggested Citation

Smith, M. G. (2021). Service learning: A multidimensional approach to meaningful learning outcomes in a practice profession. InSight: A Journal of Scholarly Teaching, 16, 50-68. https://doi.org/10.46504/16202102sm

Service Learning: A Multidimensional Approach to Meaningful Learning Outcomes in a Practice Profession

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The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course

Valerie Whittlesey, PhD, and Hillary H. Steiner, PhD, Kennesaw State University

Suggested Citation

Whittlesey, V., & Steiner, H. H. (2021). The strategy project: An exploration of enhancing self-regulated learning in an introductory psychology course. InSight: A Journal of Scholarly Teaching, 16, 69-87. https://doi.org/10.46504/16202103wh

The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course

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INSTRUCT: REFLECTIONS ON INNOVATIVE TEACHING

Teaching Rhetorical Praxis in a Post-Truth World: An Undergraduate Course on Detecting and Analyzing Bullshit, Fake News, and Alternative Facts

Maureen Daly Goggin, PhD, Arizona State University

Suggested Citation

Goggin, M. D. (2021). Teaching rhetorical praxis in a post-truth world: An undergraduate course on detecting and analyzing bullshit, fake news, and alternative facts. InSight: A Journal of Scholarly Teaching, 16, 88-103. https://doi.org/10.46504/16202104go

Teaching Rhetorical Praxis in a Post-Truth World: An Undergraduate Course on Detecting and Analyzing Bullshit, Fake News, and Alternative Facts

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Collaborative Autoethnography: Best Practices for Developing Group Projects

Elizabeth Robertson Hornsby, PhD, Allyson Davis, MA, and James C. Reilly, MA, Southeastern Louisiana University

Suggested Citation

Robertson Hornsby, E., Davis, A., & Reilly, J. C. (2021). Collaborative autoethnography: Best practices for developing group projects. InSight: A Journal of Scholarly Teaching, 16, 104-114. https://doi.org/10.46504/16202105ro

Collaborative Autoethnography: Best Practices for Developing Group Projects

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Fostering Student Awareness of Team Skills: A Participative Team Formation Process for Class Projects

Gregory C. Berka, PhD, Queens University of Charlotte, Amber L. D. Greenwood, MA, University of North Carolina at Charlotte, and Jae Hwan Lee, PhD, Hamline University

Suggested Citation

Berka, G. C., Greenwood, A. L. D., & Lee, J. H. (2021). Fostering student awareness of team skills: A participative team formation process for class projects. InSight: A Journal of Scholarly Teaching, 16, 115-126. https://doi.org/10.46504/16202106be

Fostering Student Awareness of Team Skills: A Participative Team Formation Process for Class Projects

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