Welcome to the Journal on Centers for Teaching and Learning!
Forthcoming in December 2014:
Supporting Effective Teaching at Small Colleges:
Theory & Practice
Michael Reder, Director,
Joy Schechtman Mankoff Faculty Center for Teaching & Learning, Connecticut College
The Journal on Centers for Teaching and Learning (ISSN 2150-2404) is an annual, peer-reviewed journal sponsored jointly by Miami University's Center for the Enhancement of Learning and Teaching and University Assessment and Miami University Middletown's Center for Teaching and Learning.
The Journal on Centers for Teaching and Learning represents a site through which Centers for Teaching and Learning (CTL) staff can engage in conversations, explore their relevance to their own institutional situations, and imagine new possibilities to take back to these institutions — not to mention new ways of looking at the conversations already at work there. While multiple publications deal with pedagogical issues in specific fields and with issues addressed by CTLs more broadly, JCTL is designed to focus on the operations, achievements, and potentials of CTLs themselves. JCTL provides a space not only through which CTL workers can report on the ways such centers might, and have already, intervened in the nooks, crannies, and center stages of their institutions to improve the educational experiences of students, but also provides space for contributors and their readers to examine the many nooks, crannies, and stages of CTL work itself. In short, JCTL provides space and time for those involved with teaching and learning centers to think deeply about their role and possible roles and to share and debate ideas on how best to develop and maintain pedagogical innovations at their respective campuses.
In our fifth issue:
- When Is a CTL?: A Message From the Editor-in-Chief. Tassoni, J. P.
- The Paths People Take Through Teaching Center Services: A Descriptive Analysis. Plank, K. M., & Mares, A. S.
- Communicating a New Model: Learner-Centered Strategies in Faculty Development. Mulnix, A. B.
- New Instructor Teaching Experience in a Research-Intensive University: Implications for Professional Development. Marbach-Ad, G., Schaefer Ziemer, K. L., Thompson, K. V., & Orgler, M.
- Developing the Next Generation of Faculty: Taking a Learning Community Approach. Beane-Katner, L.
- Assessing Faculty Development Programs: Outcome-Based Evaluation. Chen, W., Kelley, B., & Haggar, F.
- Essentials Skills in Building and Sustaining a Faculty Development Center: Budget and Staff. Zakrajsek, T.
Our latest issue:
Volume 5 (2013) -- When Is a CTL?
The contributors to this issue of the Journal on Centers for Teaching and Learning (JCTL) continue the work of naming and scrutinizing the many whens of CTL work, defining for us the multiple points in time (the CTL's time, its institutions' times, its staff's times, faculty and student times) in which the present and future of effective teaching and learning is at stake. . . . If anything, the articles in this issue help us view better this long time horizon. Thinking back over all the efforts that established the CTL at my institution and all the activity since that has sustained the Center, it is hard for me to see anything but the inevitability of CTL work, at least the inevitable need for an entity to collocate, examine, and envision efforts for effective teaching and learning at any educational institution at any time. Like our former editions of JCTL, this issue helps readers determine the variety of whens in which CTL work persists, the value of scrutinizing, theorizing, and caring for each of those whens, and the difficulties and rewards that come with our trying to touch them all.
(From the Message From the Editor-in-Chief)