As a reflection on O’Meara, Terosky, and Neumann’s (2011) work on scholarship of teaching and learning (SoTL) faculty development, this essay describes the benefits of SoTL to individual faculty and university goals. In support and expansion of arguments advanced by O’Meara et al., this work calls for the use of SoTL faculty development to promote the shared teaching commons, active recruitment of new SoTL scholars, institutionalization of SoTL values, and integration of SoTL initiatives in both teaching centers and research-focused development offices.
{"title":"Expanding the Teaching Commons: Making the Case for a New Perspective on SoTL.","authors":"Kim A. Case","doi":"10.46504/08201305CA","DOIUrl":"https://doi.org/10.46504/08201305CA","url":null,"abstract":"As a reflection on O’Meara, Terosky, and Neumann’s (2011) work on scholarship of teaching and learning (SoTL) faculty development, this essay describes the benefits of SoTL to individual faculty and university goals. In support and expansion of arguments advanced by O’Meara et al., this work calls for the use of SoTL faculty development to promote the shared teaching commons, active recruitment of new SoTL scholars, institutionalization of SoTL values, and integration of SoTL initiatives in both teaching centers and research-focused development offices.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"37-43"},"PeriodicalIF":0.0,"publicationDate":"2013-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article recounts one undergraduate writing tutor’s experience helping a fellow peer navigate an institutional assessment rubric that seemed to contrast the assessment criteria provided by the student’s instructor. This article presents a reflection on that experience, framed by Hutchings, Huber, and Ciccone’s (2011) work on institutional assessment and the scholarship of teaching and learning.
{"title":"When Rubrics Collide: One Undergraduate Writing Tutor's Experience Negotiating Faculty and Institutional Assessments.","authors":"K. Martin","doi":"10.46504/08201308MA","DOIUrl":"https://doi.org/10.46504/08201308MA","url":null,"abstract":"This article recounts one undergraduate writing tutor’s experience helping a fellow peer navigate an institutional assessment rubric that seemed to contrast the assessment criteria provided by the student’s instructor. This article presents a reflection on that experience, framed by Hutchings, Huber, and Ciccone’s (2011) work on institutional assessment and the scholarship of teaching and learning.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"59-62"},"PeriodicalIF":0.0,"publicationDate":"2013-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educators know the reality and the inadequacies of current evaluation systems – there are gaps between what is defined as good teaching, how faculty members are assessed, and how they are rewarded (or not) for their work in the scholarship of teaching and learning. Student evaluations are ineffective tools to assess teachers. Educators must be given the opportunity to show their work and achievements and to develop a rich community of support, but they also must be evaluated in various formats to provide the best learning opportunities for students.
{"title":"The Friction between Faculty Evaluations and Rewards: Reconsidering Teaching's Rhetoric and Recognition.","authors":"N. Womack","doi":"10.46504/08201310wo","DOIUrl":"https://doi.org/10.46504/08201310wo","url":null,"abstract":"Educators know the reality and the inadequacies of current evaluation systems – there are gaps between what is defined as good teaching, how faculty members are assessed, and how they are rewarded (or not) for their work in the scholarship of teaching and learning. Student evaluations are ineffective tools to assess teachers. Educators must be given the opportunity to show their work and achievements and to develop a rich community of support, but they also must be evaluated in various formats to provide the best learning opportunities for students.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"69-72"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The presence of scholarship of teaching and learning (SoTL), or its absence, has greatly impacted my undergraduate studies. While professors are experts in their subject matter, they do not always know how to reach students. SoTL provides resources to address such disconnects. Just-in-time teaching (JiTT) is one example of a SoTL-informed teaching assignment that can help students learn more effectively. Because SoTL helps professors understand how students learn, it can encourage excellence in the classroom.
{"title":"The Scholarship of Teaching and Learning: Help for Academic Tour Guides.","authors":"Rachael Saathoff","doi":"10.46504/08201302sa","DOIUrl":"https://doi.org/10.46504/08201302sa","url":null,"abstract":"The presence of scholarship of teaching and learning (SoTL), or its absence, has greatly impacted my undergraduate studies. While professors are experts in their subject matter, they do not always know how to reach students. SoTL provides resources to address such disconnects. Just-in-time teaching (JiTT) is one example of a SoTL-informed teaching assignment that can help students learn more effectively. Because SoTL helps professors understand how students learn, it can encourage excellence in the classroom.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"20-25"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O’ Meara, Terosky, and Neumann (2011) revealed a need to integrate faculty teaching and learning centers with research development programs to further both individual professors’ goals of creating innovative pedagogical practices and institutional goals for faculty publication and effective decision making regarding funding allocation. This article suggests that universities implement a scholarship of teaching and learning (SoTL) or teaching-learning enhancement center (TLEC) student sector within these integrated faculty development programs. This will foster more pedagogical ideas and a more democratic institution by giving students a voice in their education while enriching the knowledge of students, faculty, and administrators.
O ' Meara, Terosky和Neumann(2011)揭示了将教师教学和学习中心与研究发展计划相结合的必要性，以进一步实现教授个人创造创新教学实践的目标，以及教师出版和有效决策的机构目标。本文建议大学在这些综合教师发展计划中实施教与学奖学金(SoTL)或教与学促进中心(TLEC)学生部门。这将通过让学生在他们的教育中发出自己的声音，同时丰富学生、教师和管理人员的知识，培养更多的教学理念和更民主的制度。
{"title":"Improving SoTL Programs: The Impact of a Student Sector.","authors":"Angela E. Miller","doi":"10.46504/08201306mi","DOIUrl":"https://doi.org/10.46504/08201306mi","url":null,"abstract":"O’ Meara, Terosky, and Neumann (2011) revealed a need to integrate faculty teaching and learning centers with research development programs to further both individual professors’ goals of creating innovative pedagogical practices and institutional goals for faculty publication and effective decision making regarding funding allocation. This article suggests that universities implement a scholarship of teaching and learning (SoTL) or teaching-learning enhancement center (TLEC) student sector within these integrated faculty development programs. This will foster more pedagogical ideas and a more democratic institution by giving students a voice in their education while enriching the knowledge of students, faculty, and administrators.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"44-50"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chapter Five of The Scholarship of Teaching and Learning Reconsidered (2011) suggests that traditional research scholarship methodology can inform and reform the ways in which we value and evaluate teaching. The authors discuss applying research methodology as way to complete this process. This article suggests that using theoretical frames, often used in qualitative methodology, creates another way to transform perceptions of the scholarship of teaching and learning. Two theoretical frames, transformative learning and critical consciousness, are explored and applied to the author’s own teaching experiences and discipline mandates.
{"title":"The Scholarship of Teaching and Learning: Transformation and Transgression.","authors":"Laura Bolf-Beliveau","doi":"10.46504/08201309bo","DOIUrl":"https://doi.org/10.46504/08201309bo","url":null,"abstract":"Chapter Five of The Scholarship of Teaching and Learning Reconsidered (2011) suggests that traditional research scholarship methodology can inform and reform the ways in which we value and evaluate teaching. The authors discuss applying research methodology as way to complete this process. This article suggests that using theoretical frames, often used in qualitative methodology, creates another way to transform perceptions of the scholarship of teaching and learning. Two theoretical frames, transformative learning and critical consciousness, are explored and applied to the author’s own teaching experiences and discipline mandates.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"63-68"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
My departure from traditional methods of teaching and assessment (i.e., lecture and close-ended exams) was prompted years ago by a “gut feeling” that has morphed into an explicit examination of my teaching practice and students’ reactions to it. The scholarly approach and empirical evidence in “Teachers and Learning” (Hutchings, Huber & Ciccone, 2011, Chapter 2) provided me with the scientific and social support I needed to publically challenge existing norms regarding teaching practices, reevaluate my data collection efforts, and advocate for change based on best practices, not on tradition, both inside my classroom and beyond. So there I was, less than a year into my first assistant professor position, teaching on a July afternoon in a poorly vented classroom in Texas. I was deeply involved in an animated lecture about an event I had experienced as a public school teacher that beautifully demonstrated a concept for the Educational Psychology course I was teaching, when a student in the front row looked at her watch. At that moment, I questioned everything I knew about teaching. I froze mid-sentence and stared in disbelief at the students in the room. How could they consider checking the time in the midst of my thoroughlyresearched, well-crafted example? How could they be distracted by hunger or heat in the room with such an excellent example of faculty engagement, enthusiasm, and preparation before them? How could they be anticipating the end of class, just 20
{"title":"From Lessons Learned the Hard Way to Lessons Learned the Harder Way.","authors":"A. Schwegler","doi":"10.46504/08201303fo","DOIUrl":"https://doi.org/10.46504/08201303fo","url":null,"abstract":"My departure from traditional methods of teaching and assessment (i.e., lecture and close-ended exams) was prompted years ago by a “gut feeling” that has morphed into an explicit examination of my teaching practice and students’ reactions to it. The scholarly approach and empirical evidence in “Teachers and Learning” (Hutchings, Huber & Ciccone, 2011, Chapter 2) provided me with the scientific and social support I needed to publically challenge existing norms regarding teaching practices, reevaluate my data collection efforts, and advocate for change based on best practices, not on tradition, both inside my classroom and beyond. So there I was, less than a year into my first assistant professor position, teaching on a July afternoon in a poorly vented classroom in Texas. I was deeply involved in an animated lecture about an event I had experienced as a public school teacher that beautifully demonstrated a concept for the Educational Psychology course I was teaching, when a student in the front row looked at her watch. At that moment, I questioned everything I knew about teaching. I froze mid-sentence and stared in disbelief at the students in the room. How could they consider checking the time in the midst of my thoroughlyresearched, well-crafted example? How could they be distracted by hunger or heat in the room with such an excellent example of faculty engagement, enthusiasm, and preparation before them? How could they be anticipating the end of class, just 20","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"26-31"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The scholarship of teaching and learning (SoTL) allows institutions to achieve the goals required for student learning and success. The purpose of this paper is to address recommendations for the implementation of SoTL that should have relevant input from students. These include, but are not limited to, better communication, evaluation, continuing education, and learning networks. With the proper implementation of these recommendations, professors can effectively teach the next generation of leaders.
{"title":"Accepting the Utopian Challenge: A Student Perspective","authors":"Breanna R. Carman","doi":"10.46504/08201312ca","DOIUrl":"https://doi.org/10.46504/08201312ca","url":null,"abstract":"The scholarship of teaching and learning (SoTL) allows institutions to achieve the goals required for student learning and success. The purpose of this paper is to address recommendations for the implementation of SoTL that should have relevant input from students. These include, but are not limited to, better communication, evaluation, continuing education, and learning networks. With the proper implementation of these recommendations, professors can effectively teach the next generation of leaders.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"80-84"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I am fortunate. I work in a department where the scholarship of teaching and learning (SoTL) is actively pursued and has been for over 20 years. Colleagues have presented at several teaching conferences within the discipline of psychology, and many have published articles on subjects ranging from working with undergraduates in research partnerships to the effects of using different technologies in the classroom. In addition to departmental support, my small midwestern university’s promotion and tenure policy has a statement that specifically recognizes peer-reviewed SoTL as counting toward promotion and tenure. This statement includes a web link to the first Carnegie Foundation for the Advancement of Teaching Report, Rethinking What it Means to be a Scholar (Rice, 1990). 2 This does not mean the fight for SoTL has ceased on my campus. As stated by Hutchings, Huber, and Ciccone (2011), sometimes the battle is not with the university, but with individual departments that hold onto the notion that only discipline specific scholarship is worthy of praise. Although I often encouraged faculty who developed new pedagogical techniques to write about these experiences and submit manuscripts to relevant teaching journals in their discipline, they often replied, “Why would I do that, it won’t count?” and “It’s not real scholarship.” It appears the greater concern about the role of SoTL does not come from the university, or even the college, but often starts with each faculty member. One of the highlights of Hutchings et al. (2011) is the authors’ discussion of Utopia University. They describe a campus of the future where faculty members’ SoTL has gone on to change departments and as the departments changed, so did the institution. The goal at Utopia U is to assist students in becoming “expert learners” (p. 113). The University does this through first year seminars, capstone courses taken by juniors, and ongoing programs designed to help each student understand the learning process that best works for him or her. Faculty also strive to learn by conducting research in their own classes. These outcomes are then used in changing courses to best respond to current and even future students. Those same faculty feel encouraged to conduct this research because they know that, if published, it will count toward promotion and tenure. The administration at Utopia U is happy to financially support this work because they know that one way to guarantee the accreditation crucial to their existence is to have excellent, productive faculty who inspire their students to perform at their best. Hutchings et al. (2011) go on to make several recommendations for institutions to follow if they want to integrate SoTL into their climates. The goal of
我很幸运。我在一个积极追求教与学奖学金(SoTL)的部门工作，已经有20多年了。他的同事们在心理学学科的几次教学会议上发表了演讲，许多人发表了从与本科生合作研究到在课堂上使用不同技术的影响等主题的文章。除了部门支持，我所在的中西部小大学的晋升和终身教职政策有一项声明，明确承认同行评议的SoTL是晋升和终身教职的重要因素。这份声明包含了卡内基基金会第一份教学进步报告的网络链接，《重新思考成为学者意味着什么》(Rice, 1990)。这并不意味着在我的校园里，争取同性恋的斗争已经停止。正如Hutchings、Huber和Ciccone(2011)所言，有时候，争论的焦点不是大学，而是个别院系，这些院系坚持认为只有特定学科的学术研究才值得赞扬。虽然我经常鼓励那些开发了新的教学技术的教师把这些经历写下来，并把手稿提交给他们学科的相关教学期刊，但他们经常回答说:“我为什么要这样做，这不算数吗?”和“这不是真正的学术。”似乎对SoTL角色的更大关注不是来自大学，甚至不是学院，而是经常从每个教员开始。Hutchings et al.(2011)的一个亮点是作者对乌托邦大学的讨论。他们描述了一个未来的校园，在那里，教职员工的SoTL将继续改变院系，随着院系的改变，学院也会随之改变。乌托邦大学的目标是帮助学生成为“专家学习者”(第113页)。这所大学通过第一年的研讨会、三年级学生参加的顶点课程以及旨在帮助每个学生了解最适合他或她的学习过程的持续课程来实现这一目标。教师们也努力通过在自己的课堂上进行研究来学习。然后，这些结果被用于改变课程，以最好地应对当前甚至未来的学生。同样是这些教师，他们感到受到鼓舞，进行这项研究，因为他们知道，如果发表，将有助于晋升和终身教职。乌托邦大学的管理人员很乐意在经济上支持这项工作，因为他们知道，保证对他们的存在至关重要的认证的一种方法是拥有优秀的，富有成效的教师，激励他们的学生发挥最佳水平。Hutchings等人(2011)继续提出了一些建议，供那些想要将SoTL融入其气候的机构遵循。的目标
{"title":"Utopia University: A Faculty Member Reflects on Recommendations for the Future of SoTL.","authors":"Krista D. Forrest","doi":"10.46504/08201311fo","DOIUrl":"https://doi.org/10.46504/08201311fo","url":null,"abstract":"I am fortunate. I work in a department where the scholarship of teaching and learning (SoTL) is actively pursued and has been for over 20 years. Colleagues have presented at several teaching conferences within the discipline of psychology, and many have published articles on subjects ranging from working with undergraduates in research partnerships to the effects of using different technologies in the classroom. In addition to departmental support, my small midwestern university’s promotion and tenure policy has a statement that specifically recognizes peer-reviewed SoTL as counting toward promotion and tenure. This statement includes a web link to the first Carnegie Foundation for the Advancement of Teaching Report, Rethinking What it Means to be a Scholar (Rice, 1990). 2 This does not mean the fight for SoTL has ceased on my campus. As stated by Hutchings, Huber, and Ciccone (2011), sometimes the battle is not with the university, but with individual departments that hold onto the notion that only discipline specific scholarship is worthy of praise. Although I often encouraged faculty who developed new pedagogical techniques to write about these experiences and submit manuscripts to relevant teaching journals in their discipline, they often replied, “Why would I do that, it won’t count?” and “It’s not real scholarship.” It appears the greater concern about the role of SoTL does not come from the university, or even the college, but often starts with each faculty member. One of the highlights of Hutchings et al. (2011) is the authors’ discussion of Utopia University. They describe a campus of the future where faculty members’ SoTL has gone on to change departments and as the departments changed, so did the institution. The goal at Utopia U is to assist students in becoming “expert learners” (p. 113). The University does this through first year seminars, capstone courses taken by juniors, and ongoing programs designed to help each student understand the learning process that best works for him or her. Faculty also strive to learn by conducting research in their own classes. These outcomes are then used in changing courses to best respond to current and even future students. Those same faculty feel encouraged to conduct this research because they know that, if published, it will count toward promotion and tenure. The administration at Utopia U is happy to financially support this work because they know that one way to guarantee the accreditation crucial to their existence is to have excellent, productive faculty who inspire their students to perform at their best. Hutchings et al. (2011) go on to make several recommendations for institutions to follow if they want to integrate SoTL into their climates. The goal of","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"73-79"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper argues that the scholarship of teaching and learning (SoTL) matters on at least six interrelated levels. First, SoTL matters because learning matters, and SoTL can help students learn more effectively. Second, it offers professors the tools to more effectively share their disciplinary passions. Third, it offers faculty an avenue for continued intellectual growth. Fourth, SoTL can build strong crossdisciplinary communities that enliven the intellectual climate. Fifth, it can inform institutional policymaking. Finally, SoTL matters even when it does not directly transform institutional policy, because SoTL embodies a spirit of pedagogical innovation that enlivens the quest for learning and reminds us why it is worth pursuing.
{"title":"Why Bother with the Scholarship of Teaching and Learning","authors":"J. Draeger","doi":"10.46504/08201301dr","DOIUrl":"https://doi.org/10.46504/08201301dr","url":null,"abstract":"This paper argues that the scholarship of teaching and learning (SoTL) matters on at least six interrelated levels. First, SoTL matters because learning matters, and SoTL can help students learn more effectively. Second, it offers professors the tools to more effectively share their disciplinary passions. Third, it offers faculty an avenue for continued intellectual growth. Fourth, SoTL can build strong crossdisciplinary communities that enliven the intellectual climate. Fifth, it can inform institutional policymaking. Finally, SoTL matters even when it does not directly transform institutional policy, because SoTL embodies a spirit of pedagogical innovation that enlivens the quest for learning and reminds us why it is worth pursuing.","PeriodicalId":30055,"journal":{"name":"InSight A Journal of Scholarly Teaching","volume":"8 1","pages":"12-19"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70554062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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