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Abstract

This personal reflection describes how the scholarship of teaching and learning models democratic practice. Motivated by a forced curricular change, this piece outlines the reflection and growth of a college professor as he realized that democratic awareness is developed more fully through action than through readings and/or class discussions. In the end, a scholarship of teaching and learning (SoTL) project served to re-frame my perspective towards teaching, learning, and democratic practice in a college classroom.

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