Writing, revising and practising the disciplines: Carnegie, Cornell and the scholarship of teaching

Arts and Humanities in Higher Education

Volumn 2, Issue 2, 2003, Pages 139-153

  Parker, Jan ^a  

^a OPEN UNIVERSITY   (United Kingdom)

Author keywords

'Writing in the disciplines'; Academic writing; Disciplinarity; Narrative closure; Reflective writing; Scholarship of teaching

Indexed keywords

EID: 33645860417     PISSN: 14740222     EISSN: 1741265X     Source Type: Journal    
DOI: 10.1177/1474022203002002003     Document Type: Article

References (8)

1. Abrams, M.H. (1997) 'The transformation of English studies 1930-1995'. Daedalus 126(1): 126.
2. Bass, R. (1999) 'The scholarship of teaching: what's the problem?' Inventio 1(1): 1-4.
3. Committee on the State of the Humanities (1998) Report on the State of the Humanities at Cornell. Ithaca, NY: Cornell University Press.
4. Engell, James (1999) 'The idea of organic growth in the university'. Forum for the Future of Higher Education September: 18-19.
5. Huber, M. and Morreale, S.P., eds (2002) Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. Washington DC: American Association for Higher Education.
6. Hutchings, P., ed. (2000) Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park CA: Carnegie Foundation for the Advancement of Teaching and Learning.
7. Monroe, J., ed. (2002) Writing and Revising the Disciplines. Ithaca, NY: Cornell University Press.
8. White, Haydon (1992) 'Historical emplotment and the story of truth', in Saul Friedlander (ed.) Probing the Limits of Representation: Nazism and the 'Final Solution'. Cambridge, MA: Harvard University Press.