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INTEGRATION AND IDENTITY

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. Going Public. Impact. Identity.

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INTEGRATION AND IDENTITY

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  1. INTEGRATION AND IDENTITY Building a Sustainable Future for the Scholarship of Teaching and Learning Tony Ciccone, Mary Taylor Huber, and Pat Hutchings ISSOTL 2011

  2. Scholarship of teaching and learning Boutique operation or Lingua Franca

  3. Going Public Impact Identity Integration

  4. 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

  5. “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

  6. 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?

  7. A Framework for Change NOT (YET) DEEP (mixed) 33% 39% LOCALIZED WIDESPREAD 7% 17% DEEP --ADAPTED FROM ACE PROJECT ON LEADERSHIP AND INSTITUTIONAL TRANSFORMATION

  8. In the Beginning…. • Definitional bravura • Long ago • But still with us • Explain the work • Draw people in • Recognition and reward

  9. Heritage of Tensions • Definitional questions • The theory debate • Experts / amateurs • Big tent debate

  10. Addressing New Agendas • Different routes • Different passions • Different faces • Classrooms • Systems

  11. Integration and Identity • Context matters • Patterns of integration • Processes supporting SoTL • Initiatives that “fit” • Identity issues • Invisibility • Obliteration • Co-optation • Reciprocity

  12. the scholarship of teaching and learning assessment

  13. Assessment SoTL Driven by faculty questions Admin driven A focus on student learning The pursuit and exploration of evidence Going public Scholarly inquiry Accountability Audience of peers and practitioners Many stakeholders Institutionalized but low impact High impact but fragile

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

  15. “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.”

  16. Assessment Collaborative Inquiryaround Shared Goals Scholarship of Teaching and Learning

  17. Discussion

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