In concert with the goals of the Carnegie Foundation for the Advancement of Teaching, the Society for Teaching and Learning in Higher Education, and the International Society for the Scholarship of Teaching and Learning, we have sought to establish leadership toward four key goals: A Scholarly and Collaborative Community Transferable Models for Change including scholarly works, programs, and processes Global Context for Change in which high-quality works are shared and valued Sustained Leadership for Change by research universities that embrace the scholarship of teaching and learning

Consortium Areas of Concentration Three areas are of special interest to research universities: formal contributions to what we know through scholarship made public, promotion and tenure, and graduate student education. In considering these areas, we have asked the following questions: Fostering Publication of SOTL How do we effectively disseminate key SOTL publications? What are the best campus practices from research universities to support SOTL? What are the current contours of the field of SOTL? SOTL in Preparing the Future Professoriate How can we use SOTL to provide opportunities for graduate students to become members of a diverse community of scholars? Can SOTL enhance their understanding of the multi-faceted faculty life of a faculty member? How can SOTL best be used to introduce them to ways to integrate research with teaching? Can SOTL prepare them to compete for faculty positions focused on research or teaching? SOTL in Recognition and Rewards What language would include SOTL? How do context issues for scholarship shape its nature? How do disciplines provide a context for SOTL? What contexts are provided through traditional research procedures and methodologies? What institutional contexts might have an impact on SOTL (and the reciprocal)?