The Scholarship of Teaching and Learning: A Faculty Development Project
Abstract
How and what are students learning? How effective are teachers? Projects designed to answer these fundamental questions are critical to policy decisions, improved learning outcomes, and faculty development. The authors provide examples of how the scholarship of teaching has evolved as a faculty development process at one institution. Teacher Scholars at a metropolitan university used one of three models: reflective narrative research, action research, or a traditional empirical model to answer questions about their classrooms. The authors also include the criteria for what constitutes the scholarship of teaching and guidelines for establishing scholarly credibility.
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