Works matching IS 21674779 AND DT 2016 AND VI 4 AND IP 2
Results: 11
On the Nature of Expertise in SoTL.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.1
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The Ebb and Flow of Educational Change: Change Agents as Negotiators of Change.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.9
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Students as Co-Inquirers Special Section.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.2
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Students as Co-Inquirers in Australian Higher Education: Opportunities and Challenges.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.8
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To Teach is to Learn Twice: The Power of a Blended Peer Mentoring Approach.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.7
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Defining Pedagogic Expertise: Students and New Lecturers as Co-Developers in Learning and Teaching.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.6
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Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.5
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Co-Inquiry with Students: When Shared Questions Lead the Way.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.4
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Students as Partners: Reflections on a Conceptual Model.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.3
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Integrating Communication Skills into Undergraduate Science Degrees: A Practical and Evidence-Based Approach.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.11
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Searching for Significance in the Scholarship of Teaching and Learning and Finding None: Understanding Non- Significant Results.
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- Teaching & Learning Inquiry, 2016, v. 4, n. 2, p. 1, doi. 10.20343/teachlearninqu.4.2.12
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