Vol. 1 No. 1 (2013): Teaching & Learning Inquiry

The Inaugural Issue

Published: 2015-12-17

Editorial Office and Board

Editorial office and board

Nancy Chick

iii
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Introduction

Launching TLI: SoTL's purposes, processes, and people

Nancy Chick, Gary Poole

1-4
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Articles

The transformative potential of the scholarship of teaching

Carolin Kreber

5-18
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Validity through dialogue

Barbara Cambridge

19-21
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A new scholarship of classroom-based, open, communal inquiry

Jan Parker

23-33
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How SoTL-active faculty members can be cosmopolitan assets to an institution

Daniel Bernstein

35-40
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SoTL inquiry in broader curricular and institutional contexts: Theoretical underpinnings and emerging trends

Harry Hubball, Marion L. Pearson, Anthony Clarke

41-57
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Going public with pedagogical inquiries: SoTL as a methodology for faculty professional development

Joëlle Fanghanel

59-70
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Postcards from the edge of SoTL: A view from faculty development

Linda C. Hodges

71-79
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Faculty learning processes: A model for moving from scholarly teaching to the Scholarship of Teaching and Learning

Barbara M. Gayle, Nancy Randall, Lin Langley, Raymond Preiss

81-93
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Evidence of the impact of Scholarship of Teaching and Learning purposes

Keith Trigwell

95-105
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Assessment might dictate the curriculum, but what dictates assessment?

Phillip Dawson, Margaret Bearman, David J. Boud, Matt Hall, Elizabeth K. Molloy, Sue Bennett, Gordon Joughin

107-111
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One important lesson I’ve learned from my involvement with SoTL

Joy Mighty

113-116
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SoTL in verse

Lorraine S. Gilpin

117-119
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Principles of good practice in SoTL

Peter Felten

121-125
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The challenge of contextualising the Scholarship of Teaching and Learning

Erik Blair

127-130
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On the margins of SoTL discourse: An asian perspective

Huang Hoon Chng, Peter Looker

131-145
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