RUCASTL cluster campuses have developed successful models of ways to support scholarship of teaching and learning at the campus and department levels. A few examples are listed below. Others are available through campus snapshots.

From P. Payette and C. Bo-Linn, POD 2005. RUCASTL Models Provost's Initiative for Teaching Advancement (Illinois): Provides leadership and financial and technical support so that faculty can conduct SoTL projects. Miller Faculty Fellowship Program (Iowa State): Administered by the President's Office and CELT, the program supports faculty conducting scholarly work that will enhance undergraduate student learning, with a total of $250,000 in funds available fellowships vary from $1000 to $25,000. SoTL Steering Group (UNLV): Chaired by the Dean of the College of Sciences this broad-based group's charge is to be an advocate for SoTL and a catalyst for change while nurturing SoTL initiatives across the institution. Learning and Teaching Performance Fund (New South Wales): A formal reward structure providing federal funding for demonstrated excellence in all aspects of the improvement of student learning, including SoTL. SOTL Colloquia (Indiana): Monthly presentations by local and invited speakers on their scholarship of teaching and learning. Links to the Literature (Indiana): An online resource for finding disciplinary and interdisciplinary journals that publish scholarly articles about teaching. Human Subjects Protocol Assistance (Indiana): Models and individual consultations demystify using human subjects for research. SOTL Digest (Indiana): An e-mail newsletter of campus and national news and opportunities. Writing Retreat (Indiana): An annual working session offering access to methodological consultants, peer reviewers, research resources, and budgeted writing time.

From P. Payette and C. Bo-Linn, POD 2005. Leadership Project (New South Wales): Funded by the Carrick Institute for Learning and Teaching in Higher Education to foster capability-building roles for the Associate Deans (Teaching and Learning) and Course Coordinators. The Faculty Learning Communities (Michigan State): A campus-wide program bringing together small groups of faculty for ongoing, interdisciplinary conversations on teaching and learning topics. All Campus Poster Sessions (Illinois): In conjunction with the All-Campus Faculty Retreat the poster sessions highlight SoTL projects from across campus, many of which have been published in their disciplinary fields. Seniors Scholars Program (Wyoming): A cohort of associate/full professors and academic professional lecturers developed scholarship of teaching and learning projects during March 2005 - May 2006. Ellbogen Scholarship of Teaching and Learning (Wyoming): Supported by the John P. Ellbogen Foundation, 10-12 Senior Scholars receive $3,000 stipends for SoTL research projects. inVisible College (Wyoming): The purpose of the inVisible College is to create a group that bolsters morale, inspires a sense of purpose, provides criticism, maintains solidarity, and focuses interest on SoTL practices. First SoTL cohort was in Fall 2000. Invited Scholars Seminar Series (British Columbia): Prominent SoTL scholars from North America work with experienced UBC faculty to pursue important issues and hone SoTL research skills during 3-hour long seminars. The University of Illinois Scholarship of Teaching and Learning Community: Fellow scholars meet approximately twice a month to share SoTL work and have cross-disciplinary exchanges. Distinguished Teacher-Scholar Program (Illinois): Faculty are given the opportunity to carry out an in depth analysis about teaching and learning while impacting the campus at-large. Both the teacher-scholar and the academic unit receive funding. Connecting Learning across Academic Settings (Wyoming): By using evidence based findings faculty developed the concept of "working literacy" to evaluate course materials, design assignments, and examine student learning in their general education courses. Results were disseminated through national and international conference presentations with support provided from the Fund for the Improvement of Postsecondary Education. Innovations Project (New South Wales): The program is directed toward junior academics to establish recognition for scholarly learning and teaching in their careers and encourage them to use inquiry-based investigations of student-learning in SoTL publications. Symposium on the Scholarship of Teaching and Learning (Howard): A series of symposia for faculty and graduate students in order to disseminate their scholarly work on teaching and learning and to institutionalize best teaching practices for a predominantly African American, multicultural and international student body. Full graduate student participation in campus SOTL programs (Indiana): Formal campus and departmental graduate student orientations to teaching, as well as graduate student participation in ISSOTL, SOTL Colloquia, and course portfolio working groups .