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Abstract

We examine, through conceptual analysis and investigation of the available literature, some commonly assumed models of the relationship between SoTL and scholarly teaching, demonstrate how those models fare against the conceptual and empirical evidence, and propose an alternative that better represents the concepts involved. Both our definitions and the model we choose to represent their relationship impact our decisions regarding policies, programs, and resources. If the assumptions behind these practices are not warranted, our reflexive use, dissemination and propagation of these practices must be questioned.

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