Why Scholarship of Teaching and Learning? The scholarship of teaching and learning (SOTL) offers far-reaching possibilities for integrating discovery, learning, and public engagement. This international consortium will further the emerging recognition of the scholarship of teaching and learning as a powerful and integral component of the research university's mission and identity. The scholarship of teaching and learning must be held to the same standards of rigor, relevance, peer review, and dissemination as other forms of disciplinary research and creative activity. It also must bring the same levels of rewards. Consortium 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 In concert with the goals of American Association of Higher Education, the Carnegie Foundation for the Advancement of Teaching, and the Society for Teaching and Learning in Higher Education, we intend to provide leadership in accomplishing these four central goals. The dynamic relationship between scholarly teaching and scholarship of teaching and learning leads to better learning, better teaching, and environments more conducive to both (Robinson and Nelson, 2004). Rationale This consortium of major research campuses and disciplinary societies represents a critical mass that can shape the scholarship of teaching and learning at research universities. The distinctive synergy between this research and teaching will advance our understanding of the relationship between teaching and learning and, most importantly, enhance student learning. These institutions significantly affect higher education through the substantial number of future faculty that they educate. We will collaborate to establish standards of excellence and models of process, recognition, and reward for this kind of scholarship.

Partners Indiana University Arizona State University Georgia State University Howard University Graduate School Iowa State University Michigan State University National Communication Association Northwestern University Ohio State University University of British Columbia University of Illinois at Urbana-Champaign University of Maryland University of Nevada-Las Vegas University of New South Wales University of Wyoming Related Initiatives The Carnegie Academy for the Scholarship of Teaching and Learning AAHE Webcenter for SOTL IS–SOTL: The International Society for the Scholarship of Teaching and Learning

Assumptions Every faculty member at a research university should engage in scholarly teaching because of its centrality to the university's mission. Although all faculty at a research university should engage in scholarly teaching, not all faculty need to engage in the scholarship of teaching and learning. Those who do, though, are contributing to the discovery of knowledge about teaching and learning in higher education. The scholarship of teaching and learning should not displace scholarly teaching in annual performance reviews and in promotion and tenure decisions. To engage in the scholarship of teaching and learning, faculty members need support from their departments, colleges, universities, and disciplinary societies. The evolving body of research on learning has fostered new forms of inquiry into teaching. By better informing teaching, the scholarship of teaching and learning enhances student learning. Tools for Scholarship Carnegie Foundation SOTL Bibliography, Annotated SOTL Tutorial Library Resources on SOTL Journals, databases, submission guidelines For More Information Please contact Jennifer Meta Robinson at Indiana University: [email protected] or (812)855-9023