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Progress in Practice: The Scholarship of Teaching

dc.contributor.authorCoppola, Brian P.en_US
dc.date.accessioned2006-09-11T17:11:03Z
dc.date.available2006-09-11T17:11:03Z
dc.date.issued1996-08en_US
dc.identifier.citationCoppola, Brian P.; (1996). "Progress in Practice: The Scholarship of Teaching." The Chemical Educator 1(3): 1-9. <http://hdl.handle.net/2027.42/45942>en_US
dc.identifier.issn1430-4171en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/45942
dc.description.abstractE. L. Boyer’s “Scholarship Reconsidered,” published in 1990 [1], is one of the most contemplative answers to the now-familiar reexamination of the balance between teaching, research, and service within the professoriate. Unlike some imaginative redefinitions of this metaphorical “triple point” problem [2, 3], which advocate more equivalent weightings to the traditional dimensions of professional activity, Boyer recasts scholarly activity as a comprehensive and integrated view of what faculty do with their time. He posits and elaborates four obligations for faculty:en_US
dc.format.extent51027 bytes
dc.format.extent3115 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoen_US
dc.publisherSpringer-Verlag; Springer-Verlag New York, Inc.en_US
dc.titleProgress in Practice: The Scholarship of Teachingen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelMaterials Science and Engineeringen_US
dc.subject.hlbsecondlevelChemistryen_US
dc.subject.hlbsecondlevelChemical Engineeringen_US
dc.subject.hlbtoplevelScienceen_US
dc.subject.hlbtoplevelEngineeringen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumDepartment of Chemistry, The University of Michigan, Ann Arbor, MI, 48109-1055, USAen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/45942/1/897_1996_Article_1.pdfen_US
dc.identifier.doihttp://dx.doi.org/10.1007/s00897960038aen_US
dc.identifier.sourceThe Chemical Educatoren_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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