• A Collective Currere
    Vol 13 No 1 (2020)
  • How Do We Know? What Do We Do?
    Vol 12 No 1 (2019)

    There is a greater than ever need to research what we do and how it impacts learning to combat the pressures of modern society to downplay critical thought.

  • Transforming Global Partnerships
    Vol 11 No 3 (2018)

    Increasingly, as a society we participate in joint research and teaching activities, which include global exchange of students, staff, and faculty. Engaging in this work helps identify and address topics with worldwide importance. In this special issue, we showcase examples of international experiences that demonstrate making a positive impact, collaboration, reciprocity, and/or social responsibility. This includes undergraduate and graduate level experiences, programs, and partnerships.

  • Transitions, Change, and the Power of Collaboration
    Vol 11 No 2 (2018)

    We have tremendous strengths when we collaborate. This issue give evidence of how when we all work together learning is stronger.

  • Teaching as Both Art and Science
    Vol 11 No 1 (2018)

    Students are a most complicated part of the teaching/learning equation. This issue is devoted to helping us understand more about the student and the teachers who facilitate learning.

  • Changes in Our Understanding of Learning and Teaching
    Vol 10 No 3 (2017)

    From andragogy to Indigenization; from action research to reflection, scholars of Teaching and Learning continue to analyze, adapt, and integrate new knowledge to help themselves teach more effectively and help their student to learn

  • Ten Years Later
    Vol 10 No 2 (2017)

    This year is the 10th anniversary of Transformative Dialogues. From our beginnings as a part of the Carnegie Foundation’s Leadership Cluster, Creating Communities. Our goal 10 years ago was to provide a forum where our colleagues could share their scholarly activities in order to have a conversation and transform our ideas regarding teaching and learning and encourage interrogation of our own teaching practices. We have done this for the past ten years. These diverse submissions contribute to the rich dialogues on how we think about teaching and learning and our roles in the practice.

  • Inquiry into Learning Environments
    Vol 10 No 1 (2017)

    Teaching and learning cannot be separated for one learns as one teaches. The process of reflecting on our practice and sharing this reflection is a vital element in the Scholarship of Teaching and Learning.

  • Educational Development of Students and Teachers
    Vol 9 No 3 (2017)

    Support for student engagement, learning, and safety are all critical elements of the university and its experience for both students and faculty. This issue elaborates on many related and interconnected aspects of these challenges and issues and provides much food for thought.

     

  • Circles of Support
    Vol 9 No 2 (2016)

    This issue sees multiple explorations of learning in various forms, contexts and foci. Those involved in such work include educational developers, faculty members, graduate students, staff and others, and, importantly the students themselves, be they graduate or undergraduate. There are multiple circles of support in the articles featured in this issue.

  • Communities of Practice
    Vol 9 No 1 (2016)

    A Community of Practice (CoP) is an informal network of people (which can range in number from 25 or fewer to 500 or more) who share a common interest and work on aspects of it through face-to-face meetings and seminars; blogs, listservs and other online communication tools; and other formats and techniques. Other terms in the literature include learning teams, teaching scholars, customized groups and faculty or professional learning communities. We seek articles or other formats about Communities of Practice in higher education. This issue highlights a number of CoPs, how they benefit contributors, participants and recipients.

  • Borrow and Enhance
    Vol 8 No 3 (2016)

    Bringing Knowledge into the Classroom

    Building on what we and others know and enhancing it for our own classes and courses.

  • Sustainability in Post-Secondary Education and Leadership
    Vol 8 No 2 (2015)

    The 1983 Brundtland Commission defined sustainability as “meeting the needs of the present without compromising the ability of future generations to meet their own needs”. This and most other definitions of sustainability refer to three pillars: social, economic and ecological.

    There are many aspects of sustainability in post-secondary education and leadership, including examples at the educational developer, instructor, curriculum, institutional and national levels. How have you incorporated sustainability into courses and curricula? In what ways does your institution support it? Where and how are students involved? We explore these and other questions in this special issue.

     
  • Safe to Learn
    Vol 8 No 1 (2015)
  • Learning in Context
    Vol 6 No 3 (2013)
  • Sustaining SoTL
    Vol 6 No 2 (2012)
  • Signature Pedagogies
    Vol 6 No 1 (2012)
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