Volume 9, Issue 1 of Currents in Teaching and Learning.

 The essays and teaching and program reports in this issue include:

·      “Seeking Rapport: Emotion, Feminist Pedagogy, and the Work of Long-Term Substituting in Writing Intensive 
Courses”

— Sara Hillin

·      “Scholars in Training: Moving from Student Engagement to Student Empowerment”

— Todd Olszewski, Danielle Waldron, and Robert Hackey

·      “Using Pedagogical Interventions to Quell Students’ Anxieties about Source-Based Reading”

— Ellen C. Carillo

·      “The Teaching and Learning of Intensive French at Ekiti State University:
A Literacy Based Model for Second Language Acquisition in Nigeria”

— Odey Ebi Veronica and Moruwawon Babatunde Samuel

 Book reviews include:
·      David Wiley’s edited volume, An Open Education Reader

— Kara Larson Maloney

·      Maggie Berg and Barbara K. Seeber’s The Slow Professor

— Vanessa Osborne

·      Benedict Carey’s How We Learn: The Surprising Truth about When, Where, and Why It Happens

—   Geoffrey B. Elliott

There is also a closing poetic note by Matthew Johnsen entitled “Banana Trees and Rooster Calls.”

To view this issue (as well as past issues, including the recent special issue on “Liberal Arts Education in the 21st Century”) 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 Editor Martin Fromm or Editorial Assistant Kayla Beman at currents@worcester.edu. For submission guidelines, visit the website indicated above.