NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ932145
Record Type: Journal
Publication Date: 2011-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1527-9316
Collateral Opportunity for Increased Faculty Collaboration and Development through a Mentored Critical Thinking and Writing Exercise in a Dental School Curriculum
Hoover, Terry E.; Lyon, Lucinda J.
Journal of the Scholarship of Teaching and Learning, v11 n2 p52-63 Apr 2011
This essay examines the collateral benefits to faculty from a guided learning literature review project for students. We describe a 3-year continuum of project creation and refinement designed to foster critical thinking and writing for second year dental students at the University of the Pacific Arthur A. Dugoni School of Dentistry. We discuss how this exercise suggested that a potential for faculty partnerships and increased interest in development could be derived through such a collaborative pedagogy. Finally we consider the value of such a mentored teaching and learning exercise as an intentional strategy for increasing the potential for new teaching, learning, and scholarly productivity beyond original acquaintances and disciplines as well as stimulating individual faculty desire for growth. (Contains 4 tables.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California