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Sorcinelli, M. D., & Davis, B. G. (1996). Honoring Exemplary Teaching in Research Universities. In M. D. Svinicki, & R. J. Menges (Eds.), Honoring Exemplary Teaching. New Directions for Teaching and Learning (pp. 71-76). San Francisco, CA: Jossey-Bass.
https://doi.org/10.1002/tl.37219966513

has been cited by the following article:

• TITLE: Pedagogical Innovation among University Faculty

  AUTHORS: Karen E. Boden

  KEYWORDS: Pedagogical Innovation, Research Universities, Faculty Development

  JOURNAL NAME: Creative Education, Vol.10 No.5, May 14, 2019

  ABSTRACT: Faculty often emphasize research compared with teaching in their work. However, some faculty endeavor to be excellent teachers by innovating pedagogy to enhance student learning. This qualitative study focused on developing a theory to describe faculty’s innovative process. The theory defined as Reciprocal Engagement includes one category: Practice. Three sub-categories emerged—Cycle of Innovation, Cycle of Feedback, and Gradation of Innovation—which describe the process of innovation. Cycle of Innovation indicates an accumulation of innovation over the course of a faculty’s career. Cycle of Feedback suggests the academic and social engagement between faculty and students. Gradation of Innovation describes the three levels of pedagogical innovation.