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. Impact Integration Identity Going Public

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 LOCALIZEDWIDESPREAD NOT (YET) DEEP (mixed) --ADAPTED FROM ACE PROJECT ON LEADERSHIP AND INSTITUTIONAL TRANSFORMATION DEEP 17% 7% 39%33%

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. 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

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 Inquiry around Shared Goals Scholarship of Teaching and Learning

17. Discussion