It is within the overlap of three gaps in the literature on feminist classrooms (lack of initiation, student representation, and evaluation) that the authors situate this paper. In conceptualizing this paper, they wanted not only to describe a context from which others can consider their own present or future offerings of feminist,…

Elementary and secondary school teachers certainly know that assessment is like a mirror. What their students learn reflects back on them. However, there is often a disconnect between student and faculty assessment in higher education. While all professors take responsibility for creating and disseminating knowledge, most do not like to be held…

The purpose of this paper is to explore the journey of the scholarship student as he or she becomes a responsible scholar. We present three narratives, each one providing a different lens through which we view the journey of the scholarship student. We use transformative learning (as expounded by Mezirow) as a framework to discuss this transition,…

Following a cognitive-developmental perspective, the Scholarship of Teaching & Learning is understood as a process of knowledge construction whereby knowledge claims are validated through reflection on teaching experience and educational theory. These reflective processes can be documented and peer reviewed. Teaching portfolios allow for the…