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Pedagogy 8 (3): 2008

As Barbara Schneider says in her "Introduction" to this issue of Pedagogy [8 (3): 2008], this website launches with "two essays that reflect on personal experiences that illuminate professional development activities from two different insider perspectives. Lynne Rhodes tells the tale of initiating and sustaining a junior portfolio program writing assessment at her institution, a project that has grown to include cross-campus collaborations that operate as a form of powerful professional development outside of formal development structures. Suzanne Smith, alternately, reflects on twenty years of being the object of professional development, providing a perspective often missing from our professional development activities and ultimately making a persuasive case for the inclusion of marginalized faculty in the planning and execution of professional development projects" (Schneider 410).

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