Vol. 2 No. 1 (2022)

Published October 20, 2022

Articles

Vicki Dale, Matthew Barr, Nathalie Tasler

i-ii

Editorial: oSoTL 2(1)

HTML PDF

Craig Wood

1-21

The secret art of pedagogical alchemy: Creating joy, resistance and hope in neoliberal times

HTML PDF

Emma Harrison, Claire Fox, Julie Hulme

22-47

Development of a measure for assessing victimisation at UK universities

HTML PDF

Peter Sneddon, Erin Ferguson, Eric Yao

48-58

Why do students decide to stop studying physics?

HTML PDF

Jessica Sutherland, Zahra Vahedi, Lesley Zannella

59-75

Reflections from graduate student instructors on their first time teaching reveal structural and individual challenges

HTML PDF

Aspasia Eleni Paltoglou, Hetal Patel, Chrissi Nerantzi, Gerasimos Chatzidamianos

76-91

Critical reflections on teaching in a UK university during a pandemic: The role of emotional regulation and coaching in helping students become autonomous and collaborative learners

HTML PDF

Alice S. N. Kim, Cassandra Stevenson, Lillian Park

92-102

Homework, in-class assignments, and midterm exams: Investigating the predictive utility of formative and summative assessments for academic success

HTML PDF

Wenya Cheng, Geethanjali Selvaretnam

103-122

Evaluating the efficacy of different types of in-class exams

HTML PDF

Helena Paterson, Phil McAleer

123-134

Sharing practice on framing feedback around student development

HTML PDF

Matthew Barr, Vicki Dale, Nathalie Tasler

Reviewer acknowledgements: oSoTL 2(1)

HTML PDF