The Effects of Institutional Classification and Gender on Faculty Inclusion of Syllabus Components

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Peter Doolittle Danielle Lusk

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Doolittle, P., & Lusk, D. (2012). The Effects of Institutional Classification and Gender on Faculty Inclusion of Syllabus Components. Journal of the Scholarship of Teaching and Learning, 7(2), 62-78. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1684
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Author Biography

Peter Doolittle

Educational Psychology Program, Department of Learning Sciences and Technology, Virginia Tech, Blacksburg, VA USA. Email pdoo@vt.edu