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The Carnegie Institutional Leadership program is a three-year project that will explore ways to improve student learning in the classroom by studying the best practices of learning and teaching.

ºÚÁϲ»´òìÈ’s role in this program is a direct result of a campus initiative from 1999 to 2005 called Project Interweave, which formed unique student-faculty partnerships to do collaborative research on learning and teaching in ºÚÁϲ»´òìÈ classrooms. In 2006, Project Interweave was replaced by the Center for the Advancement of Teaching and Learning’s Scholars program, which dramatically expands ºÚÁϲ»´òìÈ’s investment in student-faculty partnerships. Four faculty scholars have been chosen annually to work with student partners on two-year teaching and learning research projects. These research teams will be active participants in local, national and international dialogues about the scholarship of teaching and learning. (See link at bottom of page)

“Our goal is to transform ºÚÁϲ»´òìÈ into a national model of engaged student learning, one that is grounded in the scholarship of teaching and learning,” says Peter Felten, director of the ºÚÁϲ»´òìÈ Center for the Advancement of Teaching and Learning. “Participation in the Carnegie Institutional Leadership program will help us build and nurture an environment where faculty and students together learn and grow.”

Faculty members Deborah Long, education; Donna Van Bodegraven, foreign languages; Jeffrey Coker, biology; Peter Felten, director of ºÚÁϲ»´òìÈ’s Center for the Advancement of Teaching and Learning; and rising senior Jessica Waugh helped prepare ºÚÁϲ»´òìÈ’s application for the Carnegie Institutional Leadership program. They will attend the first meeting of the Carnegie program in Washington, D.C., in November.

For more information about the first group of CATL scholars at ºÚÁϲ»´òìÈ, click on the link below: