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Found 26 items.
Audience Matters: Multimodal Projects Across Three International Case Studies
Kelly Schrum, Niall Majury, Anne Laure Simonelli, Sarah Bodgewiecz
2022-01-12
“Success was Actually Having Learned:” University Student Perceptions of Ungrading
Amy A. Hasinoff, Wendy Bolyard, Dennis DeBay, Joanna C. Dunlap, Annika C. Mosier, Elizabeth Pugliano
2024-01-29
Examining Course-Level Conceptual Connections Using a Card Sort Task: A Case Study in a First-Year, Interdisciplinary, Earth Science Laboratory Course
Ashley B. Davidson, Christopher J. Addison, James Charbonneau
2022-01-31
Two teacher educators’ approaches to developing preservice elementary teachers’ mathematics assessment literacy: Intentions, outcomes, and new learning
Ji-Eun Lee, Ji-Won Son
47-62
2015-03-01
Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward
Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith
2023-01-16
Do personality traits matter? A comparative study of student preferences for teaching and learning activities and assessment modes in two different majors
Annika Maria Fjelkner, Andreas Hakansson, Pia Rosander
78-102
2019-03-29
The impact of the Immediate Feedback Assessment Technique on course evaluations
Trent W. Maurer, Jerri J. Knopp
31-46
2015-09-01
Developing and Assessing Respect for Human Dignity in College Students
Lauren F. V. Scharff, Michelle A. Butler Samuels
2023-04-10
Team-designed improvement of writing and critical thinking in large undergraduate courses
Daniel Bernstein, Andrea Follmer Greenhoot
39-61
2014-03-01
Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?
Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith
2021-09-14
To teach is to learn twice: The power of a blended peer mentoring approach
Norm Vaughan, Kayla Clampitt, Naomi Park
64-80
2016-09-01
Fostering Active Learning in an International Joint Classroom: A Case Study
Stefanie Griebel, Angelika Thielsch, Paul Gibson, Tanja Reiffenrath, Timothy Beissinger, Albert Chiteka
2022-11-08
SoTL in verse
Lorraine S. Gilpin
117-119
2013-03-01
Authentic Learning Across Disciplines and Borders with Scholarly Digital Storytelling
Kelly Schrum, Niall Majury, Anne Laure Simonelli
2021-09-14
Where’s the transformation? Unlocking the potential of technology-enhanced assessment
Trudy Sweeney, Deborah West, Anthea Groessler, Aeron Haynie, Bettie Matheson Higgs, Janet Macaulay, Lucy Mercer-Mapstone, Michelle Yeo
41-64
2017-03-29
Replacing Power with Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences
Melissa Hills, Kim Peacock
2022-07-11
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
2013-03-01
Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors
Jennifer Hill, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, Susan Smith
294-316
2021-03-07
Moving towards inclusive learning and teaching: A synthesis of recent literature
Gwen Lawrie, Elizabeth Marquis, Eddie Fuller, Tara Newman, Mei Qiu, Milton Nomikoudis, Frits Roelofs, Lianne van Dam
9-21
2017-03-29
Metacognition in Teaching: Using A “Rapid Responses to Learning” Process to Reflect on and Improve Pedagogy
Susan Cox, Kate Jongbloed, Charlyn Black
2022-08-08
How SoTL-active faculty members can be cosmopolitan assets to an institution
Daniel Bernstein
35-40
2013-03-01
Student Perceptions of an Online Ungraded Course
Daniel Guberman
86-98
2021-03-07
Rubric authoring tool for supporting the development and assessment of cognitive skills in higher education
Natalie Simper
10-24
2018-03-20
Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback
Brit M. Paris
2022-01-12
History on trial: Evaluating learning outcomes through audit and accreditation in a national standards environment
Sean Brawley, Jennifer Clark, Chris Dixon, Lisa Ford, Erik Nielsen, Shawn Ross, Stuart Upton
89-105
2015-09-01
Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders
Darren S. Hoffmann, Katherine Kearns, Karen M. Bovenmyer, W. F. Preston Cumming, Leslie E. Drane, Madeleine Gonin, Lisa Kelly, Lisa Rohde, Shawana Tabassum, Riley Blay
218-240
2021-03-07
1 - 26 of 26 items