CASTL represented a major initiative of the Carnegie Foundation. Launched in 1998, the program built on a conception of teaching as scholarly work proposed in the 1990 report, Scholarship Reconsidered, by former Carnegie Foundation President Ernest Boyer, and on the 1997 follow-up publication, Scholarship Assessed, by Charles Glassick, Mary Taylor Huber, and Gene Maeroff.

The CASTL Program sought to support the development of a scholarship of teaching and learning that: fosters significant, long-lasting learning for all students; enhances the practice and profession of teaching, and; brings to faculty members' work as teachers the recognition and reward afforded to other forms of scholarly work.

Achieving these goals involves significant shifts in thought and practice. For faculty in most settings, teaching is a private act, limited to the teacher and students; it is rarely evaluated by professional peers. "The result," writes former Carnegie Foundation President Lee S. Shulman, "is that those who engage in innovative acts of teaching rarely build upon the work of others; nor can others build upon theirs." Thus, the goal of CASTL is to render teaching public, subject to critical evaluation, and usable by others in both the scholarly and the general community.

Featured Publication

The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact
Pat Hutchings, Mary Taylor Huber, and Anthony Ciccone. Jossey-Bass, 2011.

Online Resources

CASTL Higher Education Collection
A selected collection of websites from the Gallery of Teaching and Learning that include faculty teaching portfolios and scholarship of teaching and learning (SoTL) projects that display the inquiry, processes, and reflections of faculty from disciplines including (but not limited to) mathematics, psychology, and music.

Also see the SoTL publications archive »

The CASTL Institutional Leadership Program builds on the influential work undertaken by colleges and universities, campus centers and educational organizations, scholarly and professional societies, and CASTL Campus Program Leadership Clusters, to facilitate collaboration among institutions with demonstrated commitment to and capacity for action, inquiry and innovation in the scholarship of teaching and learning. Participating institutions are organized to address specific themes important to the improvement of student learning, as well as the development and sustainability of a scholarship of teaching and learning. Leadership themes

• Building Scholarship of Teaching and Learning Communities
• Building Scholarship of Teaching and Learning Systemwide
• Cognitive Affective Learning and the Scholarship of Teaching and Learning
• Communities of Practice Pooling Educational Resources to Support Scholarship of Teaching and Learning (COPPER)
• Cross-Cutting Themes in the Scholarship of Teaching and Learning
• Expanding the Scholarship of Teaching and Learning Commons
• Graduate Education: The Integration of Research, Teaching, and Learning
• Integrating the Scholarship of Teaching and Learning into Institutional Culture: Philosophy, Policy and Infrastructure
• Liberal Education: Core Curriculum
• Mentoring Scholars of Teaching and Learning
• Student Voices in the Scholarship of Teaching and Learning
• Undergraduate Research and the Scholarship of Teaching and Learning

Learn more about the Leadership Themes and Participants.

Since 1998, more than 200 institutions have been affiliated with CASTL. Many of these remain active through the CASTL Institutional Leadership Program and the CASTL Affiliates Program. Although membership in the Leadership Program is currently closed, the Affiliates Program will continue to accept new campuses, disciplinary societies, and higher education organizations prepared to make a commitment to the scholarship of teaching and learning by exploring the place of such work in their settings, and undertaking activities that provide support and recognition for ongoing inquiry into evidence-based improvement of student learning through October 15, 2008.

Institutions that have recently joined the Affiliates Program include:

Coordinating Institution:Loyola Marymount University

• Dominican University
• Hampshire College
• Holyoke Community College
• Indian River Community College
• Indiana University—Purdue University Fort Wayne
• Loyola Marymount University
• Maryville University
• National Center for Science and Civic Engagement (NCSCE)
• Northern Alberta Institute of Technology
• Park University
• Purdue University
• Southern Connecticut State University
• Thompson Rivers University
• University of Central Missouri
• University of Manitoba
• University of Rochester
• Viterbo University

• Building Scholarship of Teaching and Learning Communities
• Building Scholarship of Teaching and Learning Systemwide
• Cognitive Affective Learning and the Scholarship of Teaching and Learning
• Communities of Practice Pooling Educational Resources to Support Scholarship of Teaching and Learning (COPPER)
• Cross-Cutting Themes in the Scholarship of Teaching and Learning
• Expanding the Scholarship of Teaching and Learning Commons
• Graduate Education: The Integration of Research, Teaching, and Learning
• Integrating the Scholarship of Teaching and Learning into Institutional Culture: Philosophy, Policy and Infrastructure
• Liberal Education: Core Curriculum
• Mentoring Scholars of Teaching and Learning
• Student Voices in the Scholarship of Teaching and Learning
• Undergraduate Research and the Scholarship of Teaching and Learning

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

• Dartmouth College
• Kwantlen University College
• The Ohio State University
• Queens University of Charlotte
• Ryerson University
• Southeast Missouri State University
• University of Glasgow

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

• Creighton University
• Kennesaw State University
• Oxford College of Emory University
• St. Martin's University
• University of Massachusetts Dartmouth
• University of Portland
• University of the Pacific

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

• Glendale Community College
• Middlesex Community College
• Minnesota State University
• Northern Essex Community College
• Pine Manor College
• Salem State 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

• Carleton College
• Center of Inquiry in the Liberal Arts at Wabash College
• City College of San Francisco
• Douglas College
• Eastern Michigan University
• San Jose State University
• University of Charleston

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

• Clark Atlanta University
• Georgetown University
• Houston Community College
• Indiana University
• MERLOT Cooperative [includes San Diego State University, State University of New York, Seton Hall University, and University of North Carolina]
• University of British Columbia
• University of Kansas
• University of Michigan
• University of Nebraska Lincoln

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

• Association of American Geographers
• Central European University
• CIRTL Network [includes Howard University, Michigan State University, The Pennsylvania State University, University of Colorado Boulder, and University of Wisconsin Madison]
• Howard University
• Michigan State University
• Rutgers University
• 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

• Buffalo State College
• Centre for Excellence in Media Practice at Bournemouth University
• Open University
• Rose-Hulman Institute of Technology
• University of New South Wales
• University of Victoria
• Western Carolina University

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

• College of San Mateo
• Eastern Washington University
• Liverpool Hope University
• Massachusetts College of Liberal Arts
• North Carolina A & T
• St. Olaf College
• St. Jerome's University
• University of Cincinnati
• University of WI Whitewater

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

• California State University Long Beach
• Elon University
• Illinois State University
• North Seattle Community College
• University of Nevada Las Vegas
• 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

• Centre for Active Learning at University of Gloucestershire
• Council on Undergraduate Research
• Malaspina University-College
• University of Akron
• University of Alberta
• University of Central Florida
• University of Illinois Urbana-Champaign
• University of Maryland Baltimore County
• University of Notre Dame
• University of Waterloo

Between 1998 and 2006, The Carnegie Academy for the Scholarship of Teaching and Learning has worked with individual faculty, campuses, and scholarly and professional societies in an effort to help foster and build a scholarship of teaching and learning. Throughout this period, CASTL sponsored a yearly Colloquium on the Scholarship of Teaching and Learning for the dissemination and critique of this form of scholarship—a function now taken up by the yearly conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL). Although the CASTL Scholars Program, Campus Program, Scholarly and Professional Societies Program, and Colloquium are no longer active, archival information is provided below.

• Campus Program
• Carnegie Scholars Program
• Scholarly and Professional Societies Program

The CASTL Campus Program, coordinated with Carnegie’s partner the American Association for Higher Education (AAHE), organized institutions of all types to cultivate the conditions necessary to support the scholarship of teaching and learning. See a list of participating campuses from 2000 to 2006. Some of the best and most lasting work in the scholarship of teaching and learning has occurred within the context of campus collaboration around shared themes, interests, and values; twelve of these partnerships made up the Campus Program Leadership Clusters from 2002 to 2005. Each Cluster represented a group of institutions committed to collective design, documentation, and dissemination of work in the scholarship of teaching and learning. Below you will find a list of Cluster themes and Leaders, as well as links to "snapshots" created and maintained by each Cluster to provide additional information about their work.

Leadership Clusters

Advancing the Scholarship of Teaching and Learning as a Networked Community Practice
Georgetown University

Critical Thinking for Civic Thinking
University of Akron and Portland State University

Communities of Practice: Pooling Educational Resources to Foster Scholarship of Teaching and Learning
Middlesex Community College

Creating a Multi-Institutional Framework to Advance the Practice of Teaching Through Scholarly Inquiry into Student Learning
University of Wisconsin-Milwaukee & UW System

Mentoring Newer Scholars of Teaching and Learning
Rockhurst University

Organizing to Foster the Scholarship of Teaching and Learning
Illinois State University

The Research University Consortium for the Advancement of the Scholarship of Teaching and Learning
Indiana University Bloomington

Scholarly Inquiry about Active Pedagogies
Texas Tech University

Scholarship of Multicultural Teaching and Learning
University of Michigan

Scholarship Supporting the Cognitive-Affective Relationship in Teaching and Learning
Oxford College of Emory University

Supporting Scholarly Work at Learning-centered Universities
Malaspina University-College and The University of Portland

Sustaining the Student Voice in the Scholarship of Teaching and Learning
Western Washington University

The Carnegie Scholars Program worked with individual faculty in five cohorts: 1998, 1999, 2000, 2001, 2003 and 2005. Each of these 140 Carnegie scholars — representing a wide variety of disciplines and institutions — participated in a one-year residency at the Carnegie Foundation, during which they produced individual scholarship of teaching and learning  projects, represented in diverse forms including project summaries, multimedia snapshots, and online portfolios.

2005 Scholars

Charline J. Barnes, Teacher Education, Adelphi University

Jeffrey L. Bernstein, Political Science, Eastern Michigan University

David S. Blix, Religion, Wabash College

Michael Burke, Mathematics, College of San Mateo

Mark S. Cladis, Philosophy/Religion Ethics/Environmental Studies, Brown University

Tricia Ferrett, Chemistry, Carleton College

Matt Fisher, Chemistry, Saint Vincent College

Lorraine Fleming, Civil Engineering, Howard University

David Geelan, Science Education, University of Alberta

Rona Halualani, Communication Studies, San Jose State University

Bettie Higgs, Earth Sciences, University College Cork

Karen Hornsby, Philosophy, North Carolina A & T State University

Gregory Kremer, Engineering, Ohio University

Renee Michael, Psychology, Rockhurst University

Jack Mino, Psychology, Holyoke Community College

Rebecca Nowacek, English, Marquette University

Crima Pogge, Biology/Ecology, City College of San Francisco

Michael B. Smith, History/Environmental Studies, Ithaca College

Joanne Stewart, Chemistry, Hope College

Howard Tinberg, Composition and Rhetoric, Bristol Community College

Carmen Werder, Rhetoric, Western Washington University

top

2003 Scholars

Michael Axtell, Mathematics, Wabash College

Curtis Bennett, Mathematics, Loyola Marymount University [also 2000 cohort]

Catherine White Berheide, Sociology, Skidmore College [also 2000 cohort]

S. Raj Chaudhury, Physics Education, Norfolk State University

Jacqueline Dewar, Mathematics, Loyola Marymount University

Patricia Donahue, English, Lafayette College

Heidi Elmendorf, Biology, Georgetown University

Dianne Fallon, English, York County Community College

José Feito, Psychology/Interdisciplinary Studies, Saint Mary’s College of California [also 2001 cohort]

Laura Greene, English, Augustana College

Sharon Hamilton, English, Indiana University Purdue University Indianapolis

Jim Harnish, History/Interdisciplinary Studies, North Seattle Community College

John Ishiyama, Political Science, Truman State University

Cindy Lahar, Psychology, York County Community College

Jasmin Lambert, Theatre, The College of William and Mary

Michael Loui, Engineering, University of Illinois Urbana-Champaign

Michael Marx, English, Skidmore College

Kathleen McKinney, Sociology, Illinois State University

Wendy Ostroff, Psychology/Interdisciplinary Studies, Sonoma State University

John Ottenhoff, English, Alma College

Tracey Patton, Communications, University of Wyoming

David Reichard, History/Legal Studies, California State University Monterey Bay

Barry Rubin, Statistics, Indiana University

Whitney Schlegel, Physiology, Indiana University

Jeff Sommers, English, Miami University Middletown

Kathy Takayama, Biological Sciences, University of New South Wales

top
 

2001 Scholars

Jonathan Arries, Modern Languages and Literatures, The College of William and Mary

Harvey Bender, Biological Sciences, University of Notre Dame

Spencer A. Benson, Cell Biology/Molecular Genetics, University of Maryland College Park

Didier Bertrand, Foreign Languages and Cultures, Indiana University Purdue University Indianapolis

Carolyn Calloway-Thomas, Communication and Culture, Indiana University

Alix Darden, Biology, The Citadel

Juan Ramón de Arana, Modern Languages, Ursinus College

José Feito, Psychology/Interdisciplinary Studies, Saint Mary's College of California [also 2003 cohort]

Daisy Hurst Floyd, Law, Texas Tech University

Tomás Galguera, Education, Mills College

Barbara Mae Gayle, Communication Studies, University of Portland

Fred Glennon, Religious Studies, Le Moyne College

Amy Haddad, Pharmacy Sciences, Creighton University

Mangala Joshua, Physical Science, Mesa Community College

Patrick Kenealy, Physics/Science Education, California State University Long Beach

Mark Maier, Economics, Glendale Community College

Larry Malone, Economics, Hartwick College

Anthony Marchese, Mechanical Engineering, Rowan University

Charles McDowell, Computer Science, University of California Santa Cruz

Donald Misch, Psychiatry/Behavioral Science, Medical College of Georgia

Melinda Piket-May, Electrical and Computer Engineering, University of Colorado Boulder

Steven Pollock, Physics, University of Colorado Boulder

Dennis Rome, Criminal Justice, Indiana University

Rochelle Ruffer, Economics, Youngstown State University

Tracy Russo, Communication Studies, University of Kansas

Judith Sandholtz, Education, University of California Riverside

James Seitz, English, University of Pittsburgh

Diane Sieber, Spanish/Portuguese, The University of Colorado Boulder

Alice Thomas, Law, University of the District of Columbia

Kelley Wells, Social Science, Evergreen Valley College

Todd Whitmore, Theology, University of Notre Dame

top

2000 Scholars

Jane Aiken, Law, Washington University

Alison Anderson, Law, University of California Los Angeles

Fran Ansley, Law, University of Tennessee

Bob Bain, Educational Studies, University of Michigan

Jane A. Baran, Communication Disorders, University of Massachusetts Amherst

Curtis Bennett, Mathematics, Bowling Green State University [also 2003 cohort]

Catherine White Berheide, Sociology, Skidmore College [also 2003 cohort]

Jack Bookman, Mathematics, Duke University

Hessel Bouma, Biology, Calvin College

Suzanne Burgoyne, Theatre, University of Missouri Columbia

Mary E. Burman, Nursing, University of Wyoming

Vernon Burton, History, University of Illinois Urbana-Champaign

Elaine Chin, Teacher Education, California Polytechnic State University San Luis Obispo

Susan E. Clarke, Political Science, University of Colorado Boulder

Bill Cliff, Biology, Niagara University

Roberto L. Corrada, Law, University of Denver

Vaneeta D'Andrea, Sociology, City University London

Jaime Diaz, Psychology/Behavioral Neuroscience, University of Washington

JoLaine Reierson Draugalis, Pharmacy, The University of Arizona

Maura Flannery, Computer Science/Mathematics/Science, St. John's University

Richard Gale,Theatre/Interdisciplinary Studies, Sonoma State University

Judy Garey, Theatre Arts, Ventura College

John Holcomb, Mathematics, Cleveland State University

Andrea Johnson, Law, California Western School of Law

Craig Nelson, Biology, Indiana University

Patti Owen-Smith, Psychology/Women's Studies, Oxford College of Emory University

Caroline Hodges Persell, , Sociology, New York University

James Quirin, History, Fisk University

Marilyn Repsher, Mathematics, Jacksonville University

Mary Romero, Justice Studies, Arizona State University

Dee Royster, Sociology, University of Massachusetts Amherst

Cynthia Scheinberg, English, Mills College

Catherine Schifter, Curriculum/Instruction/Technology in Education, Temple University

Gerald Shenk, Social and Behavioral Sciences, California State University Monterey Bay

David Takacs, Earth Systems Science and Policy, California State University Monterey Bay

Alice Tomasini, Teacher Education, California Polytechnic State University San Luis Obispo

Colleen Tremonte, Writing/American Culture, Michigan State University

Emily van Zee, Curriculum and Instruction, University of Maryland [also a K-12 teacher educator]

Lucie White, Law, Harvard University

Arlene Wilner, English, Rider University

top

1999 Scholars

Peter Alexander, Mathematics, Heritage College

Thomas Banchoff, Mathematics, Brown University

Elizabeth Barkley, Music, Foothill College

Janette B. Benson, Psychology, University of Denver

Lendol Calder, History, Augustana College

Charles Carter, Religious Studies, Seton Hall University

Anthony Catanach, Accountancy, Villanova University

Jeffrey Chin, Sociology/Anthropology, Le Moyne College

Susan Conkling, Music, University of Rochester

Bruce Cooperstein, Mathematics, University of California Santa Cruz

William W. Cutler, III, History, Temple University

John W. Eby, Sociology, Messiah College

Susan (Nummedal) Glogovac, Psychology, California State University Long Beach

Linda Hodges, Chemistry, Agnes Scott College

Anita Hollander, MIS/Accounting, University of Tulsa

Dennis C. Jacobs, Chemistry/Biochemistry, University of Notre Dame

T. Mills Kelly, History/Art History, Texas Tech University

Sherry Linkon, English/American Studies, Youngstown State University

Larry Michaelsen, Management, University of Oklahoma

David Pace, History, Indiana University

Kathleen Perkins, Theater, Columbia College

Mona Phillips, Sociology, Spelman College

Anita Salem, Mathematics, Rockhurst University

Mariolina Salvatori, English, University of Pittsburgh

Margaret Syverson, Rhetoric and Composition, University of Texas Austin

Deborah Vess, History/Geography, Georgia College & State University

Theodore Wagenaar, Sociology, Miami University

Mark Walter, Chemistry, Oakton Community College

top

1998 Scholars

Randy Bass, English, Georgetown University

Daniel Bernstein, Psychology, University of Nebraska Lincoln

Donna Blancero, Business, Arizona State University

Bill Cerbin, Psychology, University of Wisconsin La Crosse

Stephen Chew, Psychology, Samford University

Brian Coppola, Chemistry, University of Michigan

Donna Duffy, Psychology, Middlesex Community College

Barry Eckhouse, Business, St. Mary's College of California

Cynthia Fukami, Management, University of Denver

Beverly Guy-Sheftall, English, Spelman College

James Hovick, Chemistry, University of North Carolina Charlotte

John Miller, Management, Bucknell University

Sally Wallace, English, Parkland College

John Webster, English, University of Washington

Deborah Wiegand, Chemistry, University of Washington

top

Since 1998, the following scholarly and professional societies have indicated their support for the scholarship of teaching and learning, and/or worked directly with The Carnegie Academy for the Scholarship of Teaching and Learning.

• American Academy of Religion
• Association of American Geographers
• American Association of Colleges of Nursing (AACN)
• American Association of Colleges of Pharmacy
• American Association of Philosophy Teachers
• American Dental Education Association (ADEA)
• American Economic Association (AEA)
• American Historical Association
• American Institute of Biological Sciences
• American Philosophical Association
• American Physical Society (APS)
• American Physical Therapy Association (Education Section)
• American Political Science Association
• American Psychological Association
• American Society for Microbiology
• American Sociological Association
• Association for Gerontology in Higher Education
• Association for Integrative Studies
• Association for Theatre in Higher Education
• Association of American Law Schools
• Centre for Health Sciences and Practice
• College Music Society
• Conference on College Composition and Communication
• Conference on English Education
• Mathematical Association of America
• National Communication Association
• National Council of Teachers of English/College Section
• Two-Year College English Association of NCTE

Online Resources

CASTL Higher Education Collection  (from the Gallery of Teaching and Learning). A selected collection of websites that include faculty teaching portfolios and scholarship of teaching and learning (SoTL) projects that display the inquiry, processes, and reflections of faculty from disciplines including (but not limited to) mathematics, psychology, and music.

Selections from Carnegie Foundation Publications

An Annotated Bibliography of the Scholarship of Teaching and Learning in Higher Education(PDF, Revised and Updated, Fall 2002) compiled by Pat Hutchings, Chris Bjork, and Marcia Babb

"Approaching the Scholarship of Teaching and Learning," by Pat Hutchings. Introduction to Opening Lines: Approaches to the Scholarship of Teaching and Learning

Ethics and Aspiration in the Scholarship of Teaching and Learning(PDF) by Pat A. Hutchings. Introduction to Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning

Foreword (PDF) to Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning by Lee S. Shulman

"Inventing the Future," by Lee S. Shulman. Conclusion to Opening Lines: Approaches to the Scholarship of Teaching and Learning

"Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation," by Mary Taylor Huber and Sherwyn P. Morreale. Introduction to Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground

Surveying the Scholarship of Teaching and Learning (PDF) by Mary Taylor Huber and Pat Hutchings from TheAdvancement of Learning: Building the Teaching Commons.

Also see the SoTL publications archive »

Articles from Periodicals

"Balancing Acts: Designing Careers Around the Scholarship of Teaching," by Mary Taylor Huber, in Change, July/August 2001. Volume 33, Number 4, Pages 21-29.

"Making Differences: A Table of Learning," by Lee S. Shulman, in Change, November/December 2002. Volume 34, Number 6. Pages 36-44.

"The Scholarship of Teaching: New Elaborations, New Developments," by Pat Hutchings and Lee S. Shulman. Originally published in the September/October 1999 issue of Change.

"Taking Learning Seriously," by Lee S. Shulman, in Change, July/August 1999. Volume 31, Number 4. Pages 10-17.

Public Presentations

Disciplinary Styles in the Scholarship of Teaching and Learning
by Mary Taylor Huber. Presented at the 7th International Improving Student Learning Symposium, September 1999.

"From Minsk to Pinsk: Why A Scholarship of Teaching and Learning," by Lee S. Shulman (PDF). Published in the first issue of The Journal of the Scholarship of Teaching and Learning (JoSoTL), and based on a presentation to the American Association for Higher Education (AAHE) at its 2000 annual meeting in Anaheim, CA

Sensible Change in a Confusing Policy Environment (PDF) by Katharine C. Lyall. The keynote address at the 2006 CASTL Colloquium on the Scholarship of Teaching and Learning in Madison, Wisconsin on April 1, 2006.

"Visions of the Possible: Models for Campus support of the Scholarship of Teaching and Learning," by Lee S. Shulman. Based on comments made at meetings during November and December, 1999, bringing together research university faculty and administrators interested in the advancement of teaching and the scholarship of teaching.

External Links

"Developing Discourse Communities Around the Scholarship of Teaching" by Mary Taylor Huber in National Teaching and Learning Forum, October 1999, Volume 8, Number 6.

The Scholarship of Teaching (external link) by Eileen Bender and Donald Gray. The introduction published in a special issue of the Indiana University journal, Research and Creative Activity.

The Scholarship of Teaching: What's the Problem? (external link)
by Randy Bass. Published in the online journal Inventio at George Mason University.

Other Links

The International Society for the Scholarship of Teaching and Learning

Tony Ciccone
Senior Scholar and Project Director

Pat Hutchings
Vice President

Dania Wright
Administrative Assistant

Barbara Cambridge
CASTL Associate and Senior Program Officer National Council of Teachers of English (NCTE)

Contact Information

CASTL Higher Education Program
The Carnegie Foundation for the Advancement of Teaching
51 Vista Lane Stanford, CA 94305
Phone: 650-566-5100
Fax: 650-326-0278