This paper describes a study in which professors explored and refined their perspectives about pedagogy and university teaching. Results show that collaborative, inquiry-based faculty development influenced their growth as effective educators. More frequent feedback from students and colleagues was seen as a major factor in helping professors improve, while a sustained focus on professional inquiry was seen to contribute to professors’ deeper understanding of the intricacies and complexities of effective university teaching.
"The Role of Scholarship of Teaching in Faculty Development: Exploring an Inquiry-based Model,"
International Journal for the Scholarship of Teaching and Learning:
1, Article 6.
Available at: https://doi.org/10.20429/ijsotl.2009.030106
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