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Abstract

Excerpt: Over the last two decades, the scholarship of teaching and learning has made important strides. There are now many more teachers engaged in the study of their students' learning, more outlets (like this journal) for what they discover, and a growing demand for what those outlets make available. Campus policies are evolving to create space and rewards for such work, disciplinary and professional fields have promoted it, and notions of inquiry and evidence are...

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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