The Role of Scholarship of Teaching in Faculty Development: Exploring an Inquiry-based Model

This paper describes a study in which professors explored and refined their perspectives about pedagogy and university teaching. Results show that collaborative, inquiry-based faculty development influenced their growth as effective educators. More frequent feedback from students and colleagues was seen as a major factor in helping professors improve, while a sustained focus on professional inquiry was seen to contribute to professors’ deeper understanding of the intricacies and complexities of effective university teaching