TOC: Currents in Teaching and Learning, Vol 11, No 2

Martin Fromm Announcement
Announcement Type
Journal
Subject Fields
Teaching and Learning, World History / Studies

I am pleased to announce the TOC of Volume 11, Issue 2 of Currents in Teaching and Learning.  The theme of this issue is “globalizing learning.”  The essays, teaching and program reports, and book reviews in this issue include:

 

EDITORIAL                 “Globalizing Learning”

                                    Martin Fromm

PROGRAM REPORTS:

 

“Encountering Freire: An International Partnership in Experiential Learning and Social Justice”

Allyson Earner and Anna Rodrigues

“Transnational Exposure, Exchange, and Reflection: Globalizing Writing Pedagogy”
Denise Comer and Anannya Dasgupta

“Changing Our Minds: Blending Transnational, Integrative, and Service-Oriented Pedagogies in Pursuit of Transformative Education”
Nikki K. Rizzo and David W. Marlow

“Globalized Learning Through Service: Study Abroad and Service Learning”
Kevin Bongiorni

“Globalizing Learning: Integrating an Education Abroad Program in a First-Year, First Semester Learning Community”
Linda M. Lyons

TEACHING REPORTS:

 

 “Reimagining Epistemologies: Librarian-Faculty Collaboration to Integrate Critical Information Literacy into Spanish Community-Based Learning”
Joanna Bartow and Pamela Mann

“Bringing the Diary into the Classroom: Ongoing Diary, Journal, and Notebook Project”
Angela Hooks

ESSAYS:                       

 

“Engaging University Faculty in Linguistically Responsive Instruction: Challenges and Opportunities”
Colleen Gallagher and Jennifer Haan

BOOK REVIEWS:       

 

David Damrosch’s How to Read World Literature
Brandon W. Hawk

Dawn Bikowski and Talinn Philips’ Teaching with a Global Perspective: Practical Strategies from Course Design to Assessment
Kisha G. Tracy                                                                      

To view this issue (as well as past issues) and to see the latest call for papers go to the Currents in Teaching and Learning website.  CTL is a peer-reviewed academic journal that seeks to promote innovative theories and practices of teaching and learning, and is a publication of Worcester State University.

Send all inquiries to the new Editor as of Issue 12(1), Benjamin Jee, at currents@worcester.edu. For submission guidelines, visit the website indicated above.                                                                                                      

                                                                                                   

Contact Information

Send all inquiries to the new Editor as of Issue 12(1), Benjamin Jee, at currents@worcester.edu.