Teaching and Learning Together in Higher Education
Teaching and Learning Together in Higher Education (TLTHE)
serves as a forum for the reflective work of college faculty and
students working together to explore and enact effective classroom
practice. Published three times per year, the journal is premised on the
centrality to successful pedagogy of dialogue and collaboration among
faculty and students in explorations and revisions of approaches to
teaching and learning in higher education. The journal has several aims:
● To include student perspectives and voices in analyses, affirmations, and revisions of educational practice at the post-secondary level
● To offer windows onto the development of pedagogical insights that faculty and students gain when they collaborate on explorations of classroom practice and systematically reflect on that collaboration
● To create forums for dialogue between faculty and students whose work is featured in this journal and others engaged in similar work
● To explore in particular the challenges and possibilities of such collaborations
Current Issue: Issue 28
(2019)
● To include student perspectives and voices in analyses, affirmations, and revisions of educational practice at the post-secondary level
● To offer windows onto the development of pedagogical insights that faculty and students gain when they collaborate on explorations of classroom practice and systematically reflect on that collaboration
● To create forums for dialogue between faculty and students whose work is featured in this journal and others engaged in similar work
● To explore in particular the challenges and possibilities of such collaborations
Current Issue: Issue 28
(2019)
Fall 2019
Articles
How I Learned to Embrace the Awkward Silences to Promote Class Participation
Benjamin Le and Maya Gorstein
Benjamin Le and Maya Gorstein
Seeing Homework through Students' Eyes: From Pressured Performance to Intentional Learning
Brook Danielle Lillehaugen and Elisa Cooney
Brook Danielle Lillehaugen and Elisa Cooney
Striving to Make French and Francophone Studies More Inclusive
Kathryne Adair Corbin and Carol Lee Diallo
Kathryne Adair Corbin and Carol Lee Diallo
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