Abstract
In this case-based research article, we describe how the implementation an instructional method, problem-based learning, across disciplines at a single institution stimulated scholarship on teaching among the faculty involved in the project. We conducted interviews with 30 participating faculty and administrators and triangulated these data with a document analysis of project documents, course portfolios, meeting minutes, and the project Web site. Our institutional-level analysis focuses on the campus environment and how it supported and/or constricted the scholarship of teaching across campus. At the faculty-level, we describe faculty perceptions about and experiences with producing scholarship on their own teaching.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Palmer, Betsy and Major, Claire
(2007)
"Engendering the Scholarship of Problem-based Learning,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 1:
No.
2, Article 5.
Available at: https://doi.org/10.20429/ijsotl.2007.010205
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