Volume 26, number 2 (2015) focuses on “Inside and Outside of the Classroom—Ideas and Processes That Encourage Learning.” The Journal’s editors describe the issue as follows:
“As the borders and spaces within which we teach and learn expand both temporally and physically, so does the need grow to find ways to accommodate learners’ needs in all of those locations. This issue’s authors speak to these needs from various perspectives and approaches and remind us that much of the learning that goes on in college occurs outside of the physical classroom. We must create learning environments that will best achieve our students’ needs and then assess our methods’ effectiveness with the goal of continual improvement.” (from “A Message From the Editors”)
The articles in this issue are:
Mentoring Graduate Students: The Good, Bad, and Gray
J. H. Ballantine & J. A. Jolly-Ballantine
Selected Application of Response-to-Intervention Principles
in College Courses: Possibilities and Limitations
C. A. Blondin et al.
Do Students Understand Our Course Structure?
Implications for Important Classroom Attitudes and Behavior
J. D. Elicker et al.
Sharing Action Research on Research Day: Students’ Perceptions of a Command Performance
T. S. Foulger & D. Zambo
Inspiring the Civil Revolution: The Role of Bullying Education and Experiential Learning
J. A. Gilbert & D. M. Raffo
A Legal Analysis and Contrarian View of the Syllabus-as-Contract Perspective
K. D. Kauffman
Formative Assessment and the Intuitive Incorporation
of Research-Based Instruction Techniques
P. Kuiper et al.
Student Perceptions of a Form-Based Approach to Reflective Journaling
P. A. Mabrouk
For those who are not aware, the Journal is a peer-reviewed venue published four times a year at Miami University by and for faculty at universities and two- and four-year colleges to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. It answers Ernest Boyer’s (1990) call for a forum to present the scholarship of teaching and learning. The Journal provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching.
We invite you to use the Journal as a resource for teaching and learning. On the website, click “Issue Archive” to access all issues of the Journal published since its inception in 1990; to locate teaching and learning topics you wish to research, click on “Search Archive.” This electronic version of the Journal is provided by funding from the Committee for the Enhancement of Learning, Teaching, and University Assessment (CELTUA) for all Miami faculty and staff.
For information about submitting manuscripts or other inquiries, click “Submitting Manuscripts” on the website (www.miamioh.edu/ject/) or contact Gregg Wentzell, Managing Editor, at the Center for Teaching Excellence, 317 Laws Hall, on Miami’s Oxford campus (telephone: 529-9265; e-mail: email@example.com).
Enjoy reading, and watch for the next issue of the Journal (volume 26, number 3), due out in summer 2015.