Institutional Leadership Themes and Participants

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Building Scholarship of Teaching and Learning Communities

Working collaboratively to develop local multidisciplinary communities, integrated with others worldwide, these institutions are building awareness, understanding, support, and practice of scholarship of teaching and learning, within and beyond local communities. Goals include: influencing academic culture to recognize a continuum of scholarship of teaching and learning activities; establishing common and rigorous outcome measures with personal, professional, and programmatic implications; disseminating successful scholarship of teaching and learning initiatives.

 

See the Building SoTL Communities cluster website »

Coordinating Institution: The Ohio State University

 


 

Building Scholarship of Teaching and Learning Systemwide

The five systems involved in this initiative work together to share and develop models for building scholarship of teaching and learning system-wide. Each system brings unique ideas and talents to the table, and by combining strengths they create new and usable models. They collaborate across and within systems to create infrastructures, processes, communication systems, and scholarship of teaching and learning projects that can be used by each system as well as by other institutional leaders.

 

Coordinating Institution: University of Wisconsin System

  • City University of New York [including Kingsborough Community College, Baruch College, John Jay College of Criminal Justice, Borough of Manhattan Community College, Bronx Community College, LaGuardia Community College, Brooklyn College, City College, Lehman College, Hostos Community College, The Graduate Center, The CUNY School of Professional Studies, City University School of Law, Queens College, New York City College of Technology, Medgar Evers College, Hunter College, Queensborough Community College, The College of Staten Island, and York College]
  • Miami Dade College [including Homestead Campus, InterAmerican Campus, Hialeah Campus, Kendall Campus, Medical Center Campus, North Campus, West Campus, and Wolfson Campus]
  • University of Colorado System [including Boulder, Colorado Springs, Denver, and Health Sciences Center]
  • University of North Carolina System [including Appalachian State University, East Carolina University, Elizabeth City State University, Fayetteville State University, North Carolina Agricultural and Technical State University, North Carolina Central, University, North Carolina School of the Arts, North Carolina State University, University of North Carolina at Asheville, University of North Carolina at Chapel Hill, University of North Carolina at Charlotte, University of North Carolina at Greensboro, University of North Carolina at Pembroke, University of North Carolina at Wilmington, Western Carolina University, and Winston Salem State University]
  • University of Wisconsin System [including Baraboo/Sauk County, Barron County, Eau Claire, Fond du Lac, Fox Valley, Green Bay, La Crosse, Madison, Manitowoc, Marathon County, Marinette, Marshfield/Wood County, Milwaukee, Oshkosh, Parkside, Platteville, Richland, River Falls, Rock County, Sheboygan, Stevens Point, Stout, Superior, Washington County, Waukesha, and Whitewater]

 


 

Cognitive Affective Learning and the Scholarship of Teaching and Learning

 

These institutions share a commitment to understanding the connections between the cognitive and affective in teaching and learning. They value and support the development of holistic educational theories and practice that promote deep and enduring learning and ethical and civic engagement.

Coordinating Institution: Oxford College of Emory University

 


 

Communities of Practice Pooling Educational Resources to Support Scholarship of Teaching and Learning (COPPER)

The group focuses on processes for supporting effective communities of practice, centering on collaboration at and across institutions, the practice of scholarship of teaching and learning at individual campus and group levels, and ways to share resources.

 

Coordinating Institution: Middlesex Community College

 


 

Cross-Cutting Themes in the Scholarship of Teaching and Learning

These institutions are concerned with how to grow a scholarship of teaching and learning program, how to link disparate and ongoing related programs, how to integrate levels of interest within an institution (classroom, program and campus-wide assessment), how to support faculty, and how to involve students in understanding the point of our efforts and how to assess.

 

Co-Coordinating Institutions: Carleton College and Douglas College

 


Expanding the Scholarship of Teaching and Learning Commons

This diverse group of institutions of higher education acknowledges the many dimensions of work that communities and individuals contribute to the scholarship of teaching and learning. A common interest lies in how individuals and institutions enter into this area of scholarship and how they engage with it progressively and developmentally. The projects underway at each of our CASTL partners enrich and broaden the scholarship of teaching and learning within and beyond our institutional borders. Our collaboration will extend this work by developing a new electronic repository to serve the international SOTL community.

 

Coordinating Institution: Indiana University

 


 

Graduate Education: The Integration of Research, Teaching, and Learning

These institutions are involved in mapping the landscape of scholarship of teaching and learning in graduate education. Key issues in this process include the education of graduates and faculty as agents of change, as leaders, as citizens and as lifelong learners. One overarching question is “What does it mean to be an engaged scholar?”

 

Coordinating Institution: University College Cork

 


Integrating the Scholarship of Teaching and Learning into Institutional Culture: Philosophy, Policy and Infrastructure

This group of institutions is collaborating to foster inquiry and leadership for the improvement of student learning and teaching, develop and synthesize knowledge about teaching and learning, and promote institutional change in support of teaching and learning. Projects include: assessing the impact of scholarship of teaching and learning;

 

fostering and sustaining scholarship of teaching and learning communities of practice;

 

identifying and sharing best practices for peer evaluation/review of teaching;

 

integrating rewards for scholarship of teaching and learning into salary, tenure, promotion, and other forms of recognition; exploring ways to use existing data as a basis for evidence based inquiry into student learning.

 

Coordinating Institution: Buffalo State College

 


Liberal Education: Core Curriculum

This group begins with the definition of liberal learning offered by the American Association of Colleges and Universities (AAC&U) as one of education that is “characterized by challenging encounters with important issues, and more a way of studying than a specific course or field of study.” The group will investigate the uses of the scholarship of teaching and learning to develop, advance, and sustain liberal learning in different institutional contexts and with different goals.

Coordinating Institution: St. Olaf College

 


Mentoring Scholars of Teaching and Learning

These institutions are focused on planning, delivering, and assessing the annual CASTL Institute for Developing Scholars of Teaching and Learning. The Institute is designed for three primary audiences: faculty members who are new to the work and are interested in beginning projects; faculty members who have a work-in-progress and want to move it forward through mentoring for Carnegie Scholars; and administrators who are supporting and championing the work.

Coordinating Institution: Rockhurst University

  • Columbia College Chicago
  • Creighton University
  • Morehead State University
  • Rockhurst University
  • Truman State University
  • University of Houston Clear Lake

 


Student Voices in the Scholarship of Teaching and Learning

This group of institutions is committed to engaging students as collaborative partners in improving teaching and learning; creating models that re-conceptualize learning spaces and roles, while investigating, expanding, sharing, and reflecting upon experiences of learning founded on participation, reciprocity, and trust toward the development of student voices in the scholarship of teaching and learning.

Coordinating Institution: Western Washington University

 


Undergraduate Research and the Scholarship of Teaching and Learning

This group focuses on the intersection of undergraduate research and the scholarship of teaching and learning. “Beginning with the end in mind,” the group addresses five questions: What is undergraduate research (inquiry, discovery, investigation) and how can responses to this question be contextualized by institutional nature and values while striving for “common ground”; Why should we integrate undergraduate research; What is the nature of the impact of undergraduate research with students, faculty, institutions; How do we gather evidence of student undergraduate research learning, faculty learning, institutional learning; How do we build on the best of what is known, share our learning and contribute to the larger conversations about undergraduate research?

Coordinating Institution: Malaspina University-College

 



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