Knowledge creation in centres for excellence in teaching and learning: implications for the scholarship of teaching and learning

This paper examines how knowledge claims are validated using three case study Centres for Excellence in Teaching and Learning (CETLs). These large and complex projects in the UK were created  to expand and inform the scholarship of teaching and learning. Their different approaches to knowledge creation and validation are compared.

Taken from Fanghanel J. Rege Colet N. & Bernstein D. (eds) (2009)  London Scholarship of Teaching and Learning 7th International Conference (2008) Proceedings Volume 4 City University London ISBN-978-0-9543742-4-2