Welcome to the Journal on Centers for Teaching and Learning!
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 fourth issue:
- What "Is" Is: CTLs as Verbs: Message From the Coeditor-in-Chief. Tassoni, J. P.
- Making Waves: Demonstrating a CTL's Impact on Teaching and Learning. Nadler, M. K., Shore, C., Taylor, B. A. P., & Bakker, A. I.
- Creating Space for Adjunct Faculty: The Multiple Roles of Centers for Teaching and Learning. Linder K. E.
- Indirect Faculty Development and the Role of Sociability. Yee, K., & Hargis, J.
- An Iterative Improvement Process: Lessons Learned From Professional Development at an Online University. Bonura, K. B., Bissell, S., & Liljegren, D. G.
- Academic Challenge: Its Meaning for College Students and Faculty. St.Clair, K. L., & Hackett, P. M. W.
- Faculty Teaching Philosophies, Reported Practices, and Concerns Inform the Design of Professional Development Activities of a Disciplinary Teaching and Learning Center. Marbach-Ad, G., Schaefer, K. L., & Thompson, K. V.
Our latest issue:
Volume 4 (2012) -- What "Is" Is: CTLs as Verbs
As with our previous volumes, each of the articles collected in this issue of JCTL represents verbs writ large—writ large so as to identify and explore the roles, responsibilities, activities, and possibilities associated with CTL work.... To be sure, each article in this issue uses its fair share of both be-verbs and action verbs. Collectively, their verbs point to the multiple terrains CTLs have already entered, to the dynamics that shape CTLs and that they in turn shape. The authors each speak to us about how they negotiate, assess, and create; and collectively, they ask us to look more deeply into what is and what might be. ("A Message From the Coeditor-in-Chief," pp. 2-3)
(From the Message From the Editor-in-Chief)