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Writing, revising and practising the Disciplines: Carnegie, Cornell and the scholarship of teaching

Parker, Jan (2003). Writing, revising and practising the Disciplines: Carnegie, Cornell and the scholarship of teaching. Arts and Humanities in Higher Education, 2(2) pp. 139–153.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1177/1474022203002002003
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Abstract

Two centres of pedagogic excellence and innovation, the Carnegie Foundation for the Advancement of Teaching and Cornell University’s Knight Institute for Writing in the Disciplines are influencing ideas and pedagogic practice outside as well as inside the US. The movement for scholarship of teaching which resulted in and is developed by the Carnegie’s Scholars Program, demands status and energy to be devoted to the proper study of university teaching and learning. ‘Writing in the Disciplines’ at Cornell evolved from generic composition classes to a distinctive programme which covers all undergraduate subjects and levels and all levels of Faculty in the corporate endeavour to ‘write the discipline’. The article considers the implication for Arts and Humanities in higher education and for disciplinarity itself of their programmes and of three important and thought provoking books produced by the two centres.

Item Type: Journal Article
ISSN: 1741-265X
Keywords: academic writing; disciplinarity; narrative closure; reflective writing; scholarship of teaching
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 894
Depositing User: Users 12 not found.
Date Deposited: 24 May 2006
Last Modified: 24 Dec 2013 14:05
URI: http://oro.open.ac.uk/id/eprint/894
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