Programs

The Carnegie Teaching Academy Campus Program

Coordinated by the GSU Center for Teaching and Learning

Fall 1999

The Carnegie Teaching Academy, a $6 million, 5 year effort, is part of a larger effort of the Carnegie Foundation: The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). It is funded by the PEW Charitable Trusts and the Carnegie Foundation.

The focus of this document is the Campus Program of the Carnegie Teaching Academy which is coordinated by AAHE. This program is for institutions ready to make a public commitment to new models of teaching as scholarly work to improve the quality of student learning and the status of teaching. There are three levels of the Campus Program.

A. Level 1 of the Campus Program: Campus Conversations. There are two parts to this component. The two parts are:

1. Part 1, the campus examines a draft definition of the "scholarship of teaching" and identifies in its own environment supports for and barriers to the scholarship of teaching and learning. The Carnegie Teaching Academy's draft definition of the "scholarship of teaching" is: The scholarship of teaching is problem posing about an issue of teaching or learning, study of the problem through methods appropriate to disciplinary epistemologies, application of results to practice, communication of results, self-reflection, and peer review.
2. Part 2, the campus initiates a Campus Inquiry Group(s) to study and act on a teaching issue central to the campus.
   

B. Level 2 of the Campus Program: the Community of Campuses.

C. Level 3 of the Campus Program: affiliation with the Carnegie Teaching Academy.

Participation:

Deadline:

Requirement for Part One of Campus Conversations: We must discuss and develop a draft definition of scholarship of teaching that fits our campus context and offers common language for the university. Student learning must be central. Also, we must develop a lexicon of mutually understood terms that will be featured in part two of Campus Conversations

Procedure:

A. The CTL works with the designated reporting units as they gather data for the final report which will be prepared by the co-directors of the CTL assisted by the CTL advisory committee. The reporting units and their advisory committee members are

1. the Fine Arts/Communications & Humanities departments of the college of A&S, (Advisory committee member: John Murphy)
2. the Natural Science and Mathematics departments of the college of A&S, (Advisory committee member: Harry Dangel)
3. the Social and Behavioral Sciences departments of the college of A&S, (Advisory committee member: Kirk Richardson)
4. the departments of the COE, (Advisory committee member: Steve Harmon)
5. the departments of the COB (Advisory committee member: Julian Diaz) and
6. the departments of Health and Human Sciences, Library, School of Policy Studies and the School of Law (Advisory committee member: Bea Yorker ).

B. Each reporting unit submits a report of their definition of scholarship of teaching. Each reporting unit will solicit input from their teachers (all levels including PTIs), students (graduate and undergraduate), and administration. The procedure may be tied to current needs/activities such as the development of promotion/tenure procedures for evaluation of teaching, portfolio projects, and/or student learning outcome assessment.

C. The Campus Program committee for each reporting unit is composed of the Associates of the CTL for the departments in that unit and a member from the CTL advisory committee. The Campus Program committees must define their specific procedures and membership on sub-committee(s) for their units. Each Campus Program committee prepares the required report for their unit.

Required report: