The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact
July 2011, Jossey-Bass
"A worthy capstone that pulls together two decades of Carnegie
Foundation projects on the scholarship of teaching and learning.
The authors review the genesis of these ideas and envision a future
of continued integration of a culture of evidence in the world's
universities and colleges. Projects end but the work
—Lee S. Shulman, president emeritus, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education emeritus, Stanford University
"This book captures the most important lessons from a decade of
thoughtful experimentation with methods to improve the learning
outcomes of American college students. The authors have deep
experience in institutionalizing various approaches that have been
devised and endorsed by faculty in many kinds of higher education
settings. It will be a manual for those seeking to improve their
own teaching and learning outcomes."
—Katharine Lyall, president emerita, University of Wisconsin System
"The authors recount the history of research into one's own
teaching, further develop its conceptualization, and make
recommendations for how to bring it into the mainstream.
Collectively, they have been at the center of the movement and have
written, spoken, strategized, and organized conversations and
scholarly work on the topic for many years. They present rich
examples from many different environments and an unwavering vision
of the benefits of the scholarship of teaching and learning and its
—Nancy Chism, Indiana University School of Education, Indianapolis
"This book reframes the literature on the scholarship of
teaching and learning, faculty development, assessment, and the
future of higher education. The writing sparkles with fresh
analysis on teaching, learning, academic culture, and the
possibilities for change. This book will help both individual
faculty and entire institutions to enhance scholarly teaching and
to deepen student learning."
—Peter Felten, assistant provost and director, Center for the Advancement of Teaching and Learning, and associate professor of history, Elon University
About the Authors xvii
Executive Summary xix
1 Why the Scholarship of Teaching and Learning Matters Today 1
2 Teachers and Learning 24
3 The Scholarship of Teaching and Learning, Professional Growth, and Faculty Development 45
4 The Scholarship of Teaching and Learning Meets Assessment 69
5 Valuing—and Evaluating—Teaching 87
6 Getting There: Leadership for the Future 112
Appendix A: Exploring Impact: A Survey of Participants in the CASTL Institutional Leadership and Affiliates Program, 2009 128
Appendix B: The Carnegie Academy for the Scholarship of Teaching and Learning: An Overview of the Program 153
Appendix C: Looking Back from 2030 162
Name Index 185
Subject Index 189
Mary Taylor Huber is senior scholar emerita and consulting scholar at The Carnegie Foundation for the Advancement of Teaching.
Anthony Ciccone is professor of French and director of the Center for Instructional and Professional Development at the University of Wisconsin–Milwaukee. Formerly, he was senior scholar and director of The Carnegie Academy for the Scholarship of Teaching and Learning.
The Carnegie Foundation for the Advancement of Teaching (CFAT) is an independent policy and research center. Its mission is to support needed transformations in American education through tighter connections between teaching practice, evidence of student learning, the communication and use of this evidence, and structured opportunities to build knowledge.