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Introduction | 1 | |
Sect. 1 | Developing infrastructure | |
Introduction | 11 | |
Ch. 1 | Mutual benefits, continuing challenges | 21 |
Ch. 2 | Launching a center for learning, teaching, communication, and research | 25 |
Ch. 3 | Keeping falcons as falcons : creating a self-perpetuating program | 29 |
Ch. 4 | A freestanding teaching academy | 33 |
Ch. 5 | Engaging community college faculty in scholarship of teaching and learning | 37 |
Ch. 6 | Building an infrastructure to support instruction | 43 |
Ch. 7 | Furthering the scholarship of teaching and learning the Wisconsin way | 47 |
Ch. 8 | Organizing and bargaining for scholarship of teaching and learning | 51 |
Sect. 2 | Collaborating for change | |
Introduction | 55 | |
Ch. 1 | Unlocking the potential of collaborations | 63 |
Ch. 2 | The Citadel Academy for the scholarship of teaching, learning, and evaluation : an interdisciplinary and collaborative approach | 69 |
Ch. 3 | Sustaining a community of practice at Middlesex Community College | 75 |
Ch. 4 | Developing collaborative practices at Rider University | 81 |
Ch. 5 | Lessons learned at the University of Montana-Missoula | 87 |
Ch. 6 | Technology as collaborative practice : protopublicity, multivocality, and knowledge brokering | 93 |
Ch. 7 | Interdisciplinary practices to enhance the culture of teaching and learning at a doctoral/research extensive university | 99 |
Sect. 3 | Instituting policies | |
Introduction | 103 | |
Ch. 1 | Not there yet : supporting professional development, teaching excellence, and the scholarship of teaching and learning | 109 |
Ch. 2 | Faculty roles and rewards in the new American university : redefining/refining the institutional mission | 115 |
Ch. 3 | Peer review of teaching : developing a program in a large, research extensive, land-grant institution | 121 |
Ch. 4 | Multiple sites of authority | 125 |
Ch. 5 | Valuing the scholarship of teaching and learning in promotion and tenure reviews | 129 |
Ch. 6 | Changing policies and procedures related to appointment, promotion, and tenure | 133 |
Ch. 7 | Promotion and tenure track record | 137 |
Sect. 4 | Documenting and assessing impact | |
Introduction | 143 | |
Ch. 1 | Mapping progress | 147 |
Ch. 2 | Why do self-assessment? | 151 |
Ch. 3 | Making learning visible : using electronic portfolios to document institutional impact | 155 |
Ch. 4 | What matters over time : documenting student learning | 159 |
Ch. 5 | The long and winding road : using course portfolios to document the scholarship of interdisciplinary teaching and learning | 163 |
Ch. 6 | Documenting results and celebrating success | 167 |
Ch. 7 | Using data to support and enhance the scholarship of teaching and learning | 171 |
Sect. 5 | Learning along the way | |
Introduction | 177 | |
Ch. 1 | Navigating the scholarship of teaching and learning | 181 |
Ch. 2 | Embedding the scholarship of teaching and learning through cross-campus collaboration | 187 |
Ch. 3 | An ongoing journey | 191 |
Ch. 4 | What it really takes | 195 |
Ch. 5 | Gathering support for change | 199 |
Ch. 6 | From discussion to action | 203 |
Ch. 7 | Scholarship at an urban, comprehensive university | 207 |
Ch. 8 | Disciplinary and campus collaborations | 211 |
Conclusion | 215 |
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