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Abstract

The learning question in the scholarship of teaching and learning focuses on whether the work advances student learning. Although the scope of inquiry may vary, the learning question is, first and foremost, about outcomes—what or how much did students learn. It is typified by these kinds of research questions: Did the new teaching method I used produce better learning than the traditional method I have been using; Did the new assignment I used result in better student performance than the one I typically use; Did the strategy our department adopted have a positive effect on student performance in the capstone course; Did our institutional emphasis on critical thinking lead to better thinking among students across the disciplines.

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