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Abstract

Since the scholarship of teaching and learning entails the design of, and evidence-based inquiry into, teaching, learning and pedagogical practice – faculty new to this field face the challenging task of mastering perspectives, processes and practices that can be disparate to their disciplinary foundations. This paper offers an introductory overview of some essential ideas that help shape the design and intention of SoTL activities, and provides guidelines for undertaking SoTL projects.

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