INTEGRATION AND IDENTITY

Building a Sustainable Future for the Scholarship of Teaching and Learning

Tony Ciccone, Mary Taylor Huber, and Pat Hutchings

ISSOTL 2011

Scholarship of teaching and learning

Boutique operation

or

Lingua Franca

Impact

Integration Identity

Going Public

CASTL History

1998 – 2006: The Carnegie Scholars Program

1998 – 2009: The Campus Program• 1998-2001 The Carnegie Teaching Academy Campus Program• 2002-2005 The CASTL Institutional

Leadership Clusters• 2005-2009 The CASTL Institutional

Leadership and Affiliates Program

“Exploring Impact” Survey

• 2009 survey of 2006-2009 CASTL campuses • 117 campuses, all Carnegie types (57%) • Looking at impact on the institution• 7-point scale• Widespread/localized• Not (yet) deep/deep

How would you characterize the impact of engagement with the scholarship of teaching and learning…

• on how faculty approach teaching on your campus?

• on the student learning experience on your campus?

• on the culture of teaching on your campus? • on the design and/or implementation of department, program or institutional initiatives and agendas?

A Framework for Change

LOCALIZED WIDESPREAD

NOT (YET) DEEP (mixed)

--ADAPTED FROM ACE PROJECT ON LEADERSHIP AND INSTITUTIONAL TRANSFORMATION

DEEP

17% 7%

39%33%

In the Beginning….

• Definitional bravura• Long ago• But still with us– Explain the work–Draw people in–Recognition and

reward

Heritage of Tensions

• Definitional questions• The theory debate• Experts / amateurs• Big tent debate

Addressing New Agendas

• Different routes• Different passions • Different faces• Classrooms • Systems

Integration and Identity• Context matters• Patterns of integration–Processes

supporting SoTL – Initiatives that “fit”

• Identity issues– Invisibility–Obliteration–Co-optation

• Reciprocity

the scholarship of teaching and learning

assessment

A focus on student learning

The pursuit and exploration of evidence

Going public

SoTL Assessment

Admin driven Driven by faculty questions

Accountability Scholarly inquiry

Many stakeholders Audience of peers and practitioners

High impact but fragile

Institutionalized but low impact

Identity Issues

• Replacing an invitation with a mandate• Undercutting SoTL’s intellectual impulse• Tilting from improving to proving• Obliteration, co-optation• Maintaining momentum

• “Engagement with the scholarship of teaching and learning has contributed to faculty acceptance of institutional assessment.”

• “Discussions of assessment (at all levels) have become more sophisticated.”

• Looking for “ways to build bridges between the scholarship of teaching and learning and institutional assessment.”

Assessment

Collaborative Inquiryaround

Shared Goals

Scholarship of Teaching and Learning

Discussion