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    Rutz, C. et. al.
    Change, May-June 2012
    Taylor & Francis Group, LLC
    Our study takes a step back from the undergraduate classroom to address faculty development, a phenomenon that ranges from general orientation sessions for new teachers to occasional brown bag lunches; reading groups; informal and program-based workshops; and more formal ones on pedagogy, assessment, and more. The tacit assumption underlying them is that when faculty learn more about teaching, they teach better, which in turn improves student learning—a plus for everyone.


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