- Behari-Leak, K. (2020). Toward a borderless, decolonized, socially just, and inclusive Scholarship of Teaching and Learning.Teaching & Learning Inquiry, 8(1), 4-23. https://doi.org/10.20343/teachlearninqu.8.1.2 " Drawing on Africa as a case study to explore a framework for thinking outside borders, the author invites the reader to embrace a global social imagination that disrupts and transcends the epistemic, social, and cultural borders designed to produce knowledge that is ahistorical and decontextualized. "
- Pechenkina, E. (2020). Chasing impact: The tale of three SoTL studies. Teaching & Learning Inquiry, 8(1), 91-107. https://doi.org/10.20343/teachlearninqu.8.1.7 "the author proposes a rubric by which to judge various levels and dimensions of impact achieved in SoTL-focused projects. To operationalize it, the rubric is applied to three completed projects, which while differing in their initial scope and intended outputs were united by a shared goal of improving learning by the means of innovative teaching."
- Archer-Kuhn, B., Lee, Y., Finnessey, S., & Liu, J. (2020). Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs. Teaching & Learning Inquiry, 8(1), 187-207. https://doi.org/10.20343/teachlearninqu.8.1.13 "This seven-cohort mixed methods study examines student engagement in their learning in higher education utilizing inquiry-based learning."
Photo by Sheila Webber: seeds from the cottonwood tree, May 2020 - this has covered the pavement in a cloud of cottony material
No comments:
Post a Comment