ABSTRACT  
This paper reports the results of a project assessing grants that are awarded to 
improve teaching as part of a higher education faculty development program. The 
scholarship of teaching and learning (SoTL) (McKinney, 2007) was used as a model 
to conduct the evaluation. Outcomes revealed the positive impact of these grants 
on faculty pedagogy and curriculum improvement. Additionally, an increase in 
scholarship occurred. The study supported literature assertions that using the 
SoTL model adds professionalism, pragmatism, and policy improvement to development 
programs.

Academic Exchange Quarterly   Fall 2008: Volume 12, Issue 3  
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