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ABSTRACT In this paper we present a model which describes the scholarship of teaching. We ® rst explore what scholarship of teaching means, both in terms of the way it is represented in the literature and also the way it is understood by academic staff themselves. From this information, we derive a multi-dimensional model of scholarship of teaching which captures the variation found in the literature and empirical studies. In the ® nal section, we illustrate how the model is used in informing the design of programs for development of the scholarship of teaching in universities.
Trigwell et al. (Sat,) studied this question.