Restricted accessReview articleFirst published online 2005-10
SOTL,SHE,and the Evidence of an Incomplete Paradigm Shift. A Response to “The Scholarship of Teaching and Learning—Done by Sociologists: Let's Make That the Sociology of Higher Education”
AlbersCheryl2003.
“Using the Syllabus to Document the Scholarship of Teaching.”
Teaching Sociology31:
60–72.
2.
ChinJeffrey2002.
“Is There a Scholarship of Teaching and Learning in Teaching Sociology? A Look at Papers from 1984 to 1999.”
Teaching Sociology30:
53–62.
3.
LucalBetsyAlbersCherylBallantinewith JeanneBurmeister-MayJodiChinJeffreyDettmerSharonLarsonSharon2003.
“Faculty Assessment and the Scholarship of Teaching and Learning: Knowledge Available, Knowledge Needed.”
Teaching Sociology31:
146–61.
4.
WeissGregory L.2004.
“Comments on ‘Assessing Sociological Knowledge: A First Try.’”
Teaching Sociology32:
239–40.
5.
WeissGregory L.CosbeyJanet R.HabelShelly K.HansonChad M.LarsenCarolee2002.
“Improving the Assessment of Student Learning: Advancing a Research Agenda in Sociology.”
Teaching Sociology30:
63–79.
6.
WilmothJanet2004.
“Questions and Comments about National, Externally Graded Assessment Exams: A Response to Wagenaar.”
Teaching Sociology32:
241–3.
7.
WrightMary C.AssarNandiniKainEdward L.KramerLauraHoweryCarla B.McKinneyKathleenGlassBeckyAtkinsonMaxine2004.
“Greedy Institutions: The Importance of Institutional Context for Teaching in Higher Education.”
Teaching Sociology32:
144–59.
