\u3cb\u3eBook Review:\u3c/b\u3e \u3cem\u3eHelping Students Learn in a Learner-Centered Environment\u3c/em\u3e by Terry Doyle (Stylus, 2008)

Excerpt: According to Terry Doyle in his book Helping Students Learn in a Learner-Centered Environment, “Most important, this book has been written to answer the single most asked question I hear when working with faculty groups: How do I help my students adjust to a learner-centered practice?” As desired, Doyle has offered some excellent answers for faculty struggling to transform their students into lifelong learners

Restructuring Introductory Physics by Adapting an Active Learning Studio Model

Despite efforts to engage students in the traditional lecture environment, faculty in Georgia Southern University’s Physics Department became dissatisfied with lecture as the primary means of instruction. During the fall semester of 2006, our department began adapting the studio model to suit the needs of introductory calculus-based physics students at our institution. A studio course seamlessly integrates the lecture and laboratory courses into a single course, devoting much of the class time to active, collaborative, student-centered learning. An emphasis was placed on replacing traditional lectures with interactive, technology enriched class periods designed around the various learning styles. New teaching materials were created so that old laboratory assignments, very “cook-book” in nature, could be replaced with new inquiry-based laboratories. Assessment indicated students enrolled in the studio courses experience greater success in achieving the desired learning outcomes than those students enrolled in the traditional lecture courses. As of the fall semester of 2008, all sections of the introductory calculus-based physics courses at Georgia Southern University are taught utilizing the newly adapted studio model

Restructuring Introductory Physics by Adapting an Active Learning Studio Model

Despite efforts to engage students in the traditional lecture environment, faculty in Georgia Southern University’s Physics Department became dissatisfied with lecture as the primary means of instruction. During the fall semester of 2006, our department began adapting the studio model to suit the needs of introductory calculus-based physics students at our institution. A studio course seamlessly integrates the lecture and laboratory courses into a single course, devoting much of the class time to active, collaborative, student-centered learning. An emphasis was placed on replacing traditional lectures with interactive, technology enriched class periods designed around the various learning styles. New teaching materials were created so that old laboratory assignments, very “cook-book” in nature, could be replaced with new inquiry-based laboratories. Assessment indicated students enrolled in the studio courses experience greater success in achieving the desired learning outcomes than those students enrolled in the traditional lecture courses. As of the fall semester of 2008, all sections of the introductory calculus-based physics courses at Georgia Southern University are taught utilizing the newly adapted studio model

Restoring a Historic Costume Facility to a Proper Functional Level

Using my past experience in historic costume preservation, written resources, and the knowledge of those interested in this area of clothing & textiles, museum studies, and costume research, I hope to transform the state of the historic costume facility in Quigley Hall to one that\u27s organized, utilizes proper storage techniques, and is available for use by both faculty and students. As a result of this reorganization, I also hope to have the opportunity to share this learned knowledge with the students and faculty of the Clothing & Textiles Department through some formal means

Book Review: Helping Students Learn in a Learner-Centered Environment by Terry Doyle (Stylus, 2008)

Excerpt: According to Terry Doyle in his book Helping Students Learn in a Learner-Centered Environment, “Most important, this book has been written to answer the single most asked question I hear when working with faculty groups: How do I help my students adjust to a learner-centered practice?” As desired, Doyle has offered some excellent answers for faculty struggling to transform their students into lifelong learners

Georgia Gatch Elder Papers - Accession 285

The Georgia Gatch Elder Papers mainly consist of newspaper clippings. The clippings relate to local history and include information on such subjects as Glencairn Gardens, Brattonsville, the United States Bicentennial, the Piggly Wiggly store, and the White House of Rock Hill, South Carolina. Also included are a premium list of the York County Fair (1965), photographs of the opening of the Piggly Wiggly store in 1926, and scenes of the interior of a Cash and Carry store on York Street in 1921.https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/1309/thumbnail.jp

Letter from Philip Gatch to James B. Finley

Gatch believes that American Indians are one of the Lost Ten Tribes of Israel. He has written an essay on facts and thoughts relative to the Indian situation. He says that the facts come from scripture, and the thoughts are original or culled from other sources. The essay is meant to furnish instruction and encouragement to the Indians. Gatch would like Finley\u27s father to edit and publish the essay and wants several copies given to the Indians. He tells Finley -- I expect that I am the oldest preacher that belongs to the Methodist Connection in America. I was in the first class of preachers that was taken into full connection in America. [Note: Essay is archived in Philip Gatch Papers, Archives of Ohio United Methodism, Group III.A] Abstract Number - 840https://digitalcommons.owu.edu/finley-letters/1327/thumbnail.jp

Editor\u27s Note

This issue of the International Journal for the Scholarship of Teaching & Learning concludes the tenth year of publication for the journal. In 2007, the founding editor, Alan Altany, wrote in the Editor’s Comment of the inaugural issue: “International Journal for the Scholarship of Teaching & Learning (IJ-SoTL) aspires to be an agent and catalyst for SoTL’s transforming work for a renewed awareness of and attentiveness to teaching and learning, for questioning assumptions and thinking about teaching, and for systematic and effective ways to improve learning and teaching in higher/tertiary education. IJ-SotL’s goal is to serve as a crucible or nexus for creating contacts, conversations, contemplation, and collaborations in connection with SoTL. … Readers are the keystone to the journal being profoundly international in its Review Board, authors, and readership. If IJ-SoTL fulfills its vision, it will be because of you and others like you around the world who seek improvement, even transformation, of student learning in higher/tertiary education today.” Ten years later, it continues to be an exciting time for the journal. Since the publication of the last issue of the journal in January of 2016, Digital Object Identifier (DOI) numbers have been enabled for the journal. DOIs have been assigned to all articles in the present and back issues of the journal. The journal continues to be indebted to its Editorial Review Board, authors, and readership for ten years of dedication and support