Drawing on recent research, this session helps participants identify common reasons why higher education institutions (HEIs) create and support centers for teaching & learning (CTLs) and teaching development initiatives, more broadly. Participants will use this information and reflections on their own institutional histories to explore factors that have promoted or hindered greater institutional buy-in, resources, activities, and impact for teaching development at their institutions. Finally, they will reflect on opportunities to possibly strengthen alignment and create opportunities for action or growth within their institutions.
Rather than focusing on the internal life or activities of CTLs, this session helps CTL leaders, teaching leaders, faculty developers, leaders from other units, and those engaged in academic support, more broadly, to reflect on the national systems and institutional cultures in which they operate. The session proceeds from the premise that elevating teaching development does not just require greater recognition for CTLs from faculty or university leadership, but instead, mutual learning of the logics and expertise of all parties. This session provides an opportunity for participants to reflect on how HEI leadership and other stakeholders perceive the (added) value of teaching development. It invites reflections on when and why CTLs and similar centers sometimes receive more recognition, resources, or opportunities to implement goals and sometimes less; to understand when and why their expertise is sometimes acknowledged as key opinion leaders and role-makers and sometimes not; and to reckon with the potential for misalignment of aspirations to limit impact.