Archives - Page 2

• Looking to the Future of SoTL

  Vol. 7 No. 1 (2014)

• Learning in Context

  Vol. 6 No. 3 (2013)

• Sustaining SoTL

  Vol. 6 No. 2 (2012)

• Signature Pedagogies

  Vol. 6 No. 1 (2012)

• Scholarship of Teaching and Learning

  Vol. 5 No. 3 (2012)

• Teaching and Learning Improvement

  Vol. 5 No. 2 (2011)

• Teaching and Learning from Many Points of View

  Vol. 5 No. 1 (2011)

• Learning Communities: Online and Face to Face

  Vol. 4 No. 3 (2011)

• Design Issue: Teaching and Learning Right in Front of You

  Vol. 4 No. 2 (2010)

• The Attraction, Value and Future of SoTL: Perspectives from the Carnegie Affiliates

  Vol. 4 No. 1 (2010)

• Multimedia to Enhance Learning, including Web 2.0, and more

  Vol. 3 No. 3 (2010)

• New Media and Ways that it Supports Scholarship

  Vol. 3 No. 2 (2009)

• Building Scholarly Communities

  Vol. 3 No. 1 (2009)

• Impact of Learning in and to the Workplace

  Vol. 2 No. 3 (2009)

• My Classroom: Reflection on Practise and Practices

  Vol. 2 No. 2 (2008)

• Scholarly Activity in Relationship to Teaching and Learning

  Vol. 2 No. 1 (2008)

• Changes and Transition: Change in our Lives and Life in our Changes

  Vol. 1 No. 3 (2008)

  Third Issue of Transformative Dialogues - TD.1.3 - March 2008

  This edition is our first international issue and is the products of numerous scholars and reviewers. We hope that you find value in these scholarly works.

  Transformative Dialogues is a forum for conversations intended to foster the improvement of adult teaching and learning. TD facilitates the multi-disciplinary exchange of ideas, actions, and results of innovative and professional practice in the scholarship of teaching and learning. These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship. Reflections and understandings shared are focused on improving student and faculty learning, and critical thought processes in their current and future life long learning. We understand that scholarship may play out differently in different disciplines, but the basic principles should be consistent (Boyer, 1992).

• Forging our Own Path Symposium Proceedings

  Vol. 1 No. 2 (2007)

  Second Issue of Transformative Dialogues - TD.1.2 - October 2007

  Transformative Dialogues is a forum for conversations intended to foster the improvement of adult teaching and learning. TD facilitates the multi-disciplinary exchange of ideas, actions, and results of innovative and professional practice in the scholarship of teaching and learning. These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship. Reflections and understandings shared are focused on improving student and faculty learning, and critical thought processes in their current and future life long learning. We understand that scholarship may play out differently in different disciplines, but the basic principles should be consistent (Boyer, 1992).

  Our journal adopts the principle that strategies, techniques and methods of teaching and learning transcend the boundaries of specific subject fields. We welcome relevant contributions from diverse settings such as academia, vocational training, continuing professional development, workplace learning, selected commercial exemplars, and social networking via communications technologies.

  This edition is a publication of selected proceedings from Forging our Own Path symposium on teaching and learning held at Kwantlen University College on August 23, 2007. We hope that you find value in these scholarly works.

• What is Scholarship? - Personal Journeys

  Vol. 1 No. 1 (2007)

  First Issue of Transformative Dialogues - TD.1.1 - May 2007

  Transformative Dialogues is a forum for conversations intended to foster the improvement of adult teaching and learning. TD facilitates the multi-disciplinary exchange of ideas, actions, and results of innovative and professional practice in the scholarship of teaching and learning. These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship. Reflections and understandings shared are focused on improving student and faculty learning, and critical thought processes in their current and future life long learning. We understand that scholarship may play out differently in different disciplines, but the basic principles should be consistent (Boyer, 1992).

  Our journal adopts the principle that strategies, techniques and methods of teaching and learning transcend the boundaries of specific subject fields. We welcome relevant contributions from diverse settings such as academia, vocational training, continuing professional development, workplace learning, selected commercial exemplars, and social networking via communications technologies.