emphasizes the unity of teaching and research, with a focus on a particular type of research and its potential for both the researcher and the student as a researcher. These two approaches raise issues relating to the differentiation between institutions of higher education. the aim of higher education at the university. the organization of higher education in terms of the curriculum and teaching. and institutional policies and financing. (56 ref)-Ccntreji,r Edurcitionrrl Polic:v n r d Innovcirion, Cirtholic Univcwity ofleuven, Belgium.The ccholarship of teaching and learning is tailor made for two-year colleges. But the widespread adoption of the scholarship of teaching and learning Faces the obstacles of negative attitudes toward scholarship and research on the part of two-year college faculty and their tendency toward "pedagogical solitude." In response to these obstacles, two solid reasons for two-year college faculty to engage in the scholarship of teaching and learning should be emphasized. First is that the scholarship of teaching and learning represents an authentic way of measuring and assessing the range of student accomplishment. The second reason is to raise the intellectual profile of two-year college faculty within higher education and among the public at large. ( 12 ref)--Profi.s.sor of English, Bristol Community College.
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