29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning

Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoT...

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Bibliographic Details
Main Authors:	Natasha Patrito Hannon, Svitlana Taraban-Gordon
Format:	Article
Language:	English
Published:	University of Windsor 2011-06-01
Series:	Collected Essays on Learning and Teaching
Online Access:	https://celt.uwindsor.ca/index.php/CELT/article/view/3259

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spelling	doaj-5b283d7d563e4261ac860b66d6ae4f912020-11-25T03:03:37ZengUniversity of WindsorCollected Essays on Learning and Teaching2368-45262011-06-01310.22329/celt.v3i0.325929. Two Models for Introducing Graduate Students to the Scholarship of Teaching and LearningNatasha Patrito Hannon0Svitlana Taraban-Gordon1University of Western OntarioUniversity of WaterlooGraduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.https://celt.uwindsor.ca/index.php/CELT/article/view/3259
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Natasha Patrito Hannon Svitlana Taraban-Gordon
spellingShingle	Natasha Patrito Hannon Svitlana Taraban-Gordon 29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning Collected Essays on Learning and Teaching
author_facet	Natasha Patrito Hannon Svitlana Taraban-Gordon
author_sort	Natasha Patrito Hannon
title	29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning
title_short	29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning
title_full	29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning
title_fullStr	29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning
title_full_unstemmed	29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning
title_sort	29. two models for introducing graduate students to the scholarship of teaching and learning
publisher	University of Windsor
series	Collected Essays on Learning and Teaching
issn	2368-4526
publishDate	2011-06-01
description	Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.
url	https://celt.uwindsor.ca/index.php/CELT/article/view/3259
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29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning

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