A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

Komarraju, M. (2013). Ideal teacher behaviors: Student motivation and self-efficacy predict
preferences. Teaching of Psychology, 40(2), 104-110. doi:10.1177/0098628312475029
LeFebvre, L., & Allen, M. (2014). Teaching immediacy and student learning: An examination of
lecture/laboratory and self-contained course sections. Journal of Scholarship of
Teaching and Learning, 14(2), 29-45. doi:10.14434/josotl.v14i2.4002
Legg, A. M., & Wilson, J. H. (2009). E-mail from professor enhances student motivation and
attitudes. Teaching of Psychology, 36(3), 205-211. doi:10.1080/00986280902960034
Mehrabian, A. (1967). Attitudes inferred from nonimmediacy of verbal communication. Journal
of Verbal Learning and Verbal Behavior, 6(2), 294-295. doi:10.1016/S0022-
5371(67)80113-0
Mehrabian, A. (1969). Some referents and measures of nonverbal behavior. Behavior Research
Methods and Instrumentation, 1(6), 203–207. doi:10.3758/BF03208096
Murray, H. (1997). Effective teaching behaviors in the college classroom. In R. Perry & J. Smart
(Eds.), Effective teaching in higher education: Research and practice (171– 204). New
York: Agathon.
Richmond, A. S., Berglund, M. B., Epelbaum, V. B., & Klein, E. M. (2015). A + (b1) professor–
student rapport + (b2) humor + (b3) student engagement = (Y) student ratings of
instructors. Teaching of Psychology, 42(1), 119–125. doi:10.1177/0098628315569924
*Richmond, V. P., McCroskey, J. C., & Johnson, A. D. (2003). Development of the nonverbal
immediacy scale (NIS): Measures of self- and other-perceived nonverbal immediacy.
Communication Quarterly, 51(4), 504-517. doi:10.1080/01463370309370170
Robinson, R. Y., & Richmond, V. P. (1995). Validity of the verbal immediacy scale.
Communication Research Reports, 12(1), 80-84. doi:10.1080/01463370309370170
*Rogers, D. T. (2012). The learning alliance inventory: Instrument development and initial
validation. International Journal for the Scholarship of Teaching and Learning, 6(1), 1-16.
Rogers, D. T. (2015). Further validation of the learning alliance inventory: The roles of working
alliance, rapport, and immediacy in student learning. Teaching of Psychology, 42(1), 19–
25. doi:10.1177/0098628314562673
Ryan, R. G., Wilson, J. H., & Pugh, J. L. (2011). Psychometric characteristics of the professorstudent
rapport scale. Teaching of Psychology, 38(3), 135–141.
doi:10.1177/0098628311411894
Torok, S. E., McMorris, R. F., & Lin, W. (2004). Is humor an appreciated teaching tool?
Perceptions of professors' teaching styles and use of humor. College Teaching, 52(1),
14–20. doi:10.3200/CTCH.52.1.14-20
Wanzer, M. B., & Frymier, A. B. (1999). The relationship between student perceptions of
instructor humor and students’ reports of learning. Communication Education, 48(1),
48-62. doi:10.1080/03634529909379152
Wilson, J. H., Beyer, D., & Monteiro, H. (2014). Professor age affects student ratings: Halo effect
for younger professors. College Teaching, 6(1), 20-24.
doi:10.1080/87567555.2013.825574
*Wilson, J. H., & Locker Jr., L. (2008). Immediacy scale represents four factors: Nonverbal and
verbal components predict student outcomes. Journal of Classroom Interactions, 42(2),
4-10.
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