1. Launching TLI: SoTL’s Purposes, Processes, and People
  2. Nancy Chick, Gary Poole
  3. pp. 1-4
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  1. The Transformative Potential of the Scholarship of Teaching
  2. Carolin Kreber
  3. pp. 5-18
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  1. Validity through Dialogue
  2. Barbara Cambridge
  3. pp. 19-21
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  1. A New Scholarship of Classroom-based, Open, Communal Inquiry
  2. Jan Parker
  3. pp. 23-33
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  1. How SoTL-Active Faculty Members Can Be Cosmopolitan Assets to an Institution
  2. Daniel Bernstein
  3. pp. 35-40
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  1. SoTL Inquiry in Broader Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging Trends
  2. Harry Hubball, Marion L. Pearson, Anthony Clarke
  3. pp. 41-57
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  1. Going Public with Pedagogical Inquiries: SoTL as a Methodology for Faculty Professional Development
  2. Joëlle Fanghanel
  3. pp. 59-70
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  1. Postcards from the Edge of SoTL: A View from Faculty Development
  2. Linda C. Hodges
  3. pp. 71-79
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  1. Evidence of the Impact of Scholarship of Teaching and Learning Purposes
  2. Keith Trigwell
  3. pp. 95-105
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  1. Assessment Might Dictate the Curriculum, but What Dictates Assessment?
  2. Phillip Dawson, Margaret Bearman, David J. Boud, Matt Hall, Elizabeth K. Molloy, Sue Bennett, Gordon Joughin
  3. pp. 107-111
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  1. One Important Lesson I’ve Learned from My Involvement with SoTL
  2. Joy Mighty
  3. pp. 113-116
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  1. SoTL in Verse
  2. Lorraine S. Gilpin
  3. pp. 117-119
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  1. Principles of Good Practice in SoTL
  2. Peter Felten
  3. pp. 121-125
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  1. The Challenge of Contextualising the Scholarship of Teaching and Learning
  2. Erik Blair
  3. pp. 127-130
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  1. On the Margins of SoTL Discourse: An Asian Perspective
  2. Chng Huang Hoon, Peter Looker
  3. pp. 131-145
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