University of Colorado
President's Teaching and Learning Collaborative

Carnegie Academy for the Scholarship or Teaching and Learning (CASTL) Leadership Program

The University of Colorado System proposal to the Carnegie Foundation for Teaching and Learning has been accepted. The goals of this program include fostering inquiry and leadership to the improvement of student learning; developing and synthesizing knowledge about learning and teaching; and promoting institutional change in support of a scholarship of teaching and learning. Colleges and universities will document and assess their efforts, and provide ongoing evidence of impact. CASTL staff will also assess the work in an effort to better understand and document the development of leadership capacity, knowledge building, and institutional change. (From Carnegie Foundation News, May 2006).

The commitment is for three years. All faculty of the University of Colorado System is invited to participate as faculty in the Presidents Teaching and Learning Collaborative. For more information, visit http://www.colorado.edu/ptsp

Plan for President’s Teaching and Learning Collaborative

Goal: To promote the practice of inquiry in teaching and measuring learning by CU faculty.

Method: Assist University faculty in developing inquiry projects on teaching and learning intended as scholarship and for publication. (This program is modeled on the Carnegie Foundation national work on the Scholarship on Teaching and Learning).

Press Release: Carnegie Selects Participants for New Program to Improve Undergraduate and Graduate Education

Stanford, Calif., September 2006--The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) has selected 87 higher education institutions or networks of institutions to participate in a program to improve undergraduate and graduate education.

The CASTL Institutional Leadership Program is a three-year partnership between Carnegie and selected colleges, universities and higher education organizations with a strong commitment to the careful examination of teaching and learning. Participants were selected for their ability to influence work in 12 areas, ranging from assessment and accountability to undergraduate research.

"Through this program, Carnegie acknowledges the important contributions of institutional leaders and advocates while encouraging the development of new forums and structures supporting scholarly investigation into teaching and learning," said CASTL Director Richard A. Gale.

All selected institutions have developed and implemented innovative strategies to strengthen teaching and improve student learning on their own campuses. Through participation in the Carnegie program, they will be expected to collaborate with other institutions to further examine that work and expand activities in those same areas.

Guidelines for participants are intentionally flexible to encourage institutions to define for themselves the nature of present work and future goals. Benefits of participation include access to an online workspace, regular convenings, representation on the Carnegie Web site, and shared resources.

Program participants will gather for the first time on Nov. 8, immediately preceding the International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference in Washington, D.C. For more information visit www.carnegiefoundation.org./CASTL.

Founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of Congress, The Carnegie Foundation for the Advancement of Teaching is an independent policy and research center with a primary mission "to do and perform all things necessary to encourage, uphold, and dignify the profession of the teacher." The Foundation, located in Stanford, Calif., fulfills this mission through its contributions to improvements in education policy and practice.

Press Release: CU joins Carnegie consortium for research on learning

Read the press release for CU Systems involvement in the Carnegie Foundation For Teaching and Learning Carnegie Academy for the Scholarship of Teaching and Learning below. Our program for this work is known as the Presidents Teaching and Learning Collaborative.

CU joins Carnegie consortium for research on learning
By: Jefferson Dodge
August 31st, 2006

Carnegie Academy Institustions and Leadership Program Themes

Project Proposals

The following are PTLC project proposals for the University of Colorado President's Teaching and Learning Collaborative 2008:

• Professor John Basey, UCB
• Professor Lynne Bemis, UCD
• Professor Peter Blanken, UCB
• Professor Elaine Cheesman, UCCS
• Professor Judith Coe, UCD
• Professor Alejandro Cremaschi, UCB
• Professor Kendra Gale, UCB
• Professor Scott Grabinger, UCD
• Professor Jean Hertzberg, UCB
• Professors Jane Kass-Wolff and Ernestine Kotthoff-Burrell, UCD
• Professor Yvonne Kellar-Guenther, UCD
• Professor Mary Klages, UCB
• Professor Suzanne MacAulay, UCCS
• Professor Stefanie Mollborn, UCB
• Professor Mary Jane Rapport, UCD
• Professor Cathy Thompson, UCD
• Professor Cindy White, UCB

UCB - University of Colorado at Boulder, UCCS - University of Colorado at Colorado Springs, UCD - University of Colorado at Denver, HSC - Health Sciences Center

To read the full text of each of the 2008 proposals, please visit this link.

To read the full text of each of the 2007 proposals, please visit this link.

To read the full text of each of the 2006 proposals, please visit this link.

A Bit of History

The President’s Teaching Scholars Program was developed as an honor and designation and as a way to contribute to the academic mission of the university; it was designed with those program visions in mind.

Fourteen years ago the program began with the notion that all Teaching Scholars would actively contribute to CU by mentoring an assistant professor on their campus.  The goal was to grow the professoriate with a particular focus on becoming a teacher.

This principle of action embodied in the President’s Teaching Scholar designation made public that this honor is not a static award but rather one where Scholars would be active participants, both reflecting on teaching in the two retreats each year and cultivating teaching and learning in their role as university professor.

The mentorship project idea was broadened in the first year of the program, 1990, to include Teaching Scholars working on any project to enhance, enrich, and strengthen innovation in Teaching and Learning in the classroom, departments, colleges or schools, and one’s campus.

In 1995, the President’s office awarded funding to research student engagement at CU.  In 1999-2000, this project on student engagement took hold as an area of interest in student learning that seemed to capture many issues of pedagogy.  Education researchers and scholars in the field of engaged learning joined us on a number of occasions.  They were: Carol Dweck, Josh Aronson, and Uri Triesman.  Subsequently, Richard Light, author of Making the Most of College: Students Speak Their Minds, visited and taught Scholars more specifically about the interview process, using a protocol, what the interviews revealed, Harvard’s analysis and subsequent policy changes for undergraduate education introduced at Harvard by virtue of the assessment seminars.  In 2000, the Vice President’s office awarded a small amount of funding for student engagement research.

In the fall of 2003, the Teaching Scholars as a guild singed on to have the Colorado Learning Assessment Studies (CLAS) be the program’s signature initiative, after reading the work of PTS education researcher guests and witnessing a stunning and riveting interview by Mitch Handlesman of a CU-Denver student.

The CLAS initiative today is active in a variety of ways.  The program has two publications in referred journals by Mitch Handlesman and Bill Brigs, emanating from their survey, analysis, and their fine research on engagement.  Jim Burkhart, Fred Coolidge, Bob Camley, and Gene Abrams made several attempts at survey construction, data collection, and analysis.  In each case no relationship was found between engagement and learning.

In the meantime, we looked for possible funding from the Spencer Foundation, the Fund for the Improvement of Secondary Education (FIPSE), the Ford Foundation, the Carnegie Foundation, and the PEW Charitable Trusts, and, more recently, the American Association of Colleges and Universities.  Unfortunately, much of education research funding has dried up.

About New Directions

Five Scholars went to the Carnegie Foundation for Teaching and Learning in February 2005 in search of advice and a process and a model for inquiry, meaning doing projects on learning innovations.  Why Carnegie?  Because they have a nationally active program consisting of faculty members from across the country making a serious commitment and investment into the scholarship of teaching and learning, with three broad rationales for advocating this serious investment.  We came to believe these rationales.  They are: Professionalism, Pragmatism, and Policy. 

Briefly stated:

• Professionalism refers to opportunities associated with becoming a professional scholar in one’s discipline as well as opportunities associated with the profession of educator, meaning exchanging our insights in Teaching and Learning with other professionals.
• Pragmatism refers to pursuing the scholarship of teaching and learning by engaging in purposeful, reflective documentation, assessment, and analysis of Teaching and Learning.
• Policy refers to new forms of institutional research developed from activities undertaken by faculty educators such as the Teaching Scholars that are learning focused, domain specific, and oriented towards analysis of education studies that institutions can support, such as the CLAS initiative.

We learned some processes and made plans that we believe could serve as a possible model.  We took this step in order to:

1. Broaden an understanding of the inquiry into teaching and learning through projects; and,
2. To examine ways to assist the President of the University in plans to enhance teaching and learning system-wide.

 

Convergence of President's Teaching Scholars Projects on Teaching and Learning, Colorado Learning Assessment Studies (CLAS) into President's Teaching and Learning Collaborative

The PTS program had always intended to be an active guild. It was not simply to be an award where someone got an increase in $3000 and went about their business. During the first two years, the emphasis was on mentoring. After that, there was an attempt to do individual projects but there has always been a sense that there should be some group effort, some way of paying the University back for the honor we have been given.

Finally, after many years of fine-tuning, there appears to be just such an opportunity. Recall the work on student engagement that many of us worked on 6 years ago? The visit by Carol Dweck, Joshua Aronson, and Uri Treisman. Then, later, Richard Light's assessment program involving student interviews? Finally, the President's Teaching Scholars went to Palo Alto a few weeks ago to learn something of the protocol used by the Carnegie Institute in training Carnegie scholars engaged on the research of teaching and learning, an example of which you have just seen. We are proposing to you, today, that we institute a similar program here, which we are calling the President's Teaching and Learning Collaborative in which you, the scholars, will propose problems of the kind that you wrote out earlier this morning, or you would become the coaches, helping others to refine their problems and bring their research on these problems to fruition.

Under the umbrella of the President's Teaching and Learning Collaborative, we will be able to respond to the different needs and interests of:

1) The PTS members who are still searching for answers regarding teaching and learning.

2) Faculty outside the guild who have similar questions.

3) Those faculty who are interested in using the interview approach (Harvard Assessment Program). The interviews would now be subsumed under the President's Teaching and Learning Collaborative and would become another technique for answering the questions and measuring learning.

4) Administrators (chairs, chancellors, the President's office) who are in need of information concerning any aspect of the functioning of the University, especially classroom learning assessment issues.

The President's Teaching and Learning Collaborative is a way of bringing together all of the discussions and individual research efforts of the PTS and, at the same time, a way of giving back to the University.

Campus Liaisons

Professor Clayton Lewis - Boulder
303.492.6657
clayton.lewis@colorado.edu

Professor Rod Muth - UCD
303.638.3845

rodney.muth@cudenver.edu

Professor Robin Michaels - UCDHSC
303.724.3402

robin.michaels@uchsc.edu

Professor Debra Dew - UCCS
719.262.4040

ddew@uccs.edu

President's Teaching and Learning Collaborative Steering Committee

• Professor Gail Armstrong - UCDHSC
• Professor Kathy Andrus - UCCS
• Professor Jim Burkhart - UCCS
• Professor John Cohen, M.D. - UCDHSC
• Professor Debra Dew - UCCS
• Professor Tom Huber - UCCS
• Professor Carol Kamin - UCDHSC
• Professor Clayton Lewis - UCB
• Professor Robin Michaels - UCDHSC
• Professor Mary Nelson - UCB
• Professor Gayle Preheim - UCDHSC
• Professor Steve Pollock - UCB
• Professor Mary Ann Shea - CUSYS
• Professor Ellen Stevens - UCDHSC
• Professor Deborah Thomas - UCDHSC

CALL FOR PROPOSALS

President's Teaching and Learning Collaborative University of Colorado.

Send all parts of the application in a single Word document (no PDF's please).  Please keep the proposal to no more than 3 pages, as well as a sumative vitae of no more than 3 pages.

Collaboration. Leadership. Assessing Classroom Learning. Pedagogical Change. Publication. Collegiality. These are the elements of the President’s Teaching and Learning Collaborative that inspire investigators.

The President's Teaching and Learning Collaborative (PTLC) of the University of Colorado is publishing a call for proposed projects that investigate the scholarship of teaching and learning as it contributes to a greater depth of student learning in higher education. PTLC is interested in projects from a variety disciplines and perspectives as well as system Schools of Education disciplines and not just educational research. The deadline for proposals is Monday, November 19th, 2007.

Current PTLC investigators said the following about the PTLC program:

"In my case, the PTLC program has prompted me to attempt an objective look at teaching and learning, my own as well as that of others. Reflecting on the educational process is a necessary step to improving on it."

"There is added visibility and recognition of team-based endeavors to enhance teaching and learning."

"We have interacted with many people across the campus, both faculty and staff, during our investigation.  Many of these people are individuals with whom we would likely not have interacted with otherwise."

1. PTLC Goals

What kinds of work does the program support?

• Anne Becher inquires: "Does error classification in short compositions help students avoid common errors on subsequent papers?"
• Kenneth Bettenhausen wants to know "whether participation in freshman seminars increases student engagement, retention rates and academic success."
• Alan Mickelson is developing "an assessment methodology that can provide a running assessment of student development during a course."

Central work of the PTLC is to create and disseminate examples of the scholarship of teaching and learning that contribute to thought and practice in and across fields. To this end, each scholar designs and undertakes an investigation aimed at deepening understanding of and practice related to an important issue in innovative learning. Several features for projects should be kept in mind:

1. Proposed work should center on the definitions, experiences, problems, and values, and the investigations of one's own students and classroom practices.
2. The focus of this work should be teaching and learning for understanding, exploring primarily the character and depth of student learning that results (or does not) from teacher practice.
3. We look for attention to enduring, widely recognized issues and questions that have broad relevance or implications for student learning; scholarship that advances understanding of such questions is more likely to find audiences and outlets thereby contributing to far-reaching thinking and practice.
4. We are interested in work that demonstrates a commitment to the personal and social development of students.
5. Also of interest is work with explicit links to prior and ongoing areas of investigation, and established lines of research; like other forms of scholarship, the scholarship of teaching and learning builds on and is situated in reference to work done by others. Please conduct a literature review of the research related to the problem to be investigated and include it in the project proposal.

2. Benefits and Expectations

Investigators will receive $800 to support a graduate or undergraduate research assistant. Travel support to present project results at a conference will be available by application (funds will support about ten of the 20 participants this year.) Investigators accepted into the PTLC should expect to meet regularly with coaches and mentors to define and revise the educational research project. Monthly PTLC meetings allow investigators, coaches and mentors to discuss scholarship of teaching and learning in small groups. The small working groups share ideas, open their research questions and research methodology to peer review, and critique one another’s efforts. Publication, or notification of acceptance for publication, is expected by December 2008. Investigators receive recognition at the campus and departmental level upon completion of their research, in December of 2008. The growth of the PTLC depends on investigators’ willingness to coach and mentor future PTLC investigators following their term in the program.

As mentioned earlier, accepted to the PTLC program receive funds for research assistance. In some cases, these funds have been used for expert assistance. For example, one PTLC member paid a methodology expert to review a survey he planned to administer to students in his educational research project. Investigators also participate in scholarly discussions and presentations of teaching and learning theory, and receive assistance from reference librarians to research their topic of study.

The Institutional Review Board/Human Research Committee process should be completed in a timely manner. This review may take up to six weeks, depending on the proposed project. PTLC coaches, mentors, the director, and the coordinator may be consulted to assist in this process. Data collection should take place by the summer of 2008, to ensure time to analyze the data and write up the results.

3. PTLC Eligibility

Any faculty member and or teaching professor on any campus of the University of Colorado can apply.

We will look for faculty with a record of innovation in teaching and/or the assessment of learning. Experience in educational research is NOT a requirement; the aim of the program is to broaden participation of faculty in effective inquiry in learning and teaching. Familiarity with the literature on learning and teaching in one's discipline is an on-going necessity. The goal is to publish research.

4.PTLC Application

(We thank the Carnegie Foundation for the Advancement of Teaching CASTL program for permission to adapt their application materials.)

Please send the following all in a single Word Document

1. Cover sheet with the following information:
   • Name
   • Job Title and/or Academic Rank
   • Discipline and/or Professional Field
   • Institution:
   • Campus Address:
   • City, State, Zip Code
   • Phone:
   • E-mail:
2. Curriculum Vitae
3. Letter of proposal (no more than four pages double-spaced and paginated, with your name in the header of each page) answering these questions:
   • What is the central question, issue, or problem you plan to explore in your proposed work?
   • Why is your central question, issue, or problem important, to you and to others who might benefit from or build on your findings? Recall that the goal of the scholarship of teaching and learning is not simply to improve your own teaching but to contribute to the practice and profession of teaching more broadly.
   • How do you plan to conduct your investigation? What sources of evidence do you plan to examine? What methods might you employ to gather and make sense of this evidence? How might make your work available to others in ways that facilitate scholarly critique and review, and that contribute to thought and practice beyond the local? (Keep in mind that coaching will be available to help you develop these aspects of your proposal.)
   • Include a literature review of the theory and practice of the subject of your inquiry in order to locate your research in the literature preceding it. (The Website offers expert information and advice on how to conduct a modest literature review.)
   • What aspects of the design and character of this work are you not yet fully prepared to describe?
   • What questions do you have and what do you still need to know?
   • What is your record of innovation in teaching and/or the assessment of learning? Can you suggest an appropriate coach for your project? (This is NOT a requirement but may increase your likelihood of acceptance.)
   • Are you able to attend the required meetings as specified above?
   • If your project is selected, are you willing to serve as a coach in PTLC in a future year?

You also need a letter of nomination from department chair (form is included on this website)

All application materials must be submitted electronically as attached Word documents to maryann.shea@colorado.edu no later than Thursday October 25th, 2007.

5. Department Chair Nomination Form

Please ask your department chair to fill out and submit the following form:

6. PTLC Review Criteria

For 2008 the President's Teaching and Learning Collaborative (PTLC) will focus on projects emphasizing student learning at any educational level, undergraduate and above. Projects should be such that meaningful results can be obtained during the 2008 academic year and thereby will be accepted in a peer reviewed journal.

Applications will be judged on the following:

• Significance for the instructional program within the CU system (1-5 points)
• Enhancement of student learning outcomes and the student learning experience through improvement of pedagogy and instructional delivery (1-5 points)
• Enhancement of the understanding of teaching and student learning (1-5 points)
• Originality of the project (1-5 points)
• Quality of the project plan (1-5 points)

7. Past Proposals

• http://www.colorado.edu/ptsp/ptlc/proposals.html
• http://www.colorado.edu/ptsp/ptlc/proposals2007.html

8. Testimonials and Comments from Participants

A participant reflected, "it is good to come here" for PTLC meetings, because they act as positive peer pressure to complete research goals.

One coach has presented three research papers on her PTLC research project. She has received public support from the PTLC in her endeavors.

A coach and past participant said his PTLC paper was just accepted for a journal. He said the push from the PTLC to publish influenced him to make a submission deadline he otherwise might have missed.

One participant stated that he enjoyed coming to meetings to talk about teaching and learning, particularly because in departments, it is taboo to discuss such subjects.

A participant of the PTLC said she appreciated the PTLC meetings. In the discussions, she realized that many of the participants have common research issues.

"At best, it makes professors more reflective about what they do, and the components of what they do that are measurable and not measurable."

"Mentors and coaches don't come from the same schools or departments, so collaborations develop."

"In my case, the PTLC program has prompted me to attempt an objective look at teaching and learning, my own as well as that of others. Reflecting on the educational process is a necessary step to improving on it. "

"By collaborating with mentors, coaches, a graduate research assistant, and teams of other PTLC researchers on a specific project, I've been encouraged to think a great deal about my teaching."

"The PTLC, at least my project and my mentor, force me to consider my underlying pedagogy theories, my approaches to students, and my techniques/methods...all of which are beneficial in exposing what works well and what doesn't."

I find that it promotes inquiry into teaching because to carry out a research agenda you must study your teaching.

"We're investigating how effective our teaching is, not just looking at it from our own perspective or our FCQs (summative assessments of our teaching of a course.)"

"There is added visibility and recognition of team-based endeavors to enhance teaching and learning."

"We have interacted with many people across the campus, both faculty and staff, during our investigation.  Many of these people are individuals with whom we would likely not have interacted with otherwise."

"I would never have thought to work with a mentor not in my field, but it's been very useful...he has a much more publication oriented, quantitative approach than I do/did."

"I have collaborated with two faculty in different departments because of the PTLC."

"I learned a lot from other PTLC team member comments and suggestions, as well as our mentor and coach, to improve this project. Our PTLC meetings are great opportunities to share ideas across campuses."

"I've enjoyed meeting faculty from the system whose projects relate to different topics, but whose research essentially meets with the same problems, techniques, etc. as mine...we've had interesting discussions, sharing of info., etc."

"What this program really has the potential to do is by building this ever-expanding cohort of people who have been through this process then they can take what they’ve learned, and they become mentors to others or at least role models to others."

"You know I do see myself as a researcher. I see myself as having a responsibility to my discipline. Truly to be able to develop a good research methodology, something valid, and then share it is validating that role for me. And that feels great."

9. PTLC FAQ

Q:   What is the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL)?

A:   CASTL represents a major initiative of The Carnegie Foundation. Launched in 1998, the program builds on a conception of teaching as scholarly work.  The CASTL program seeks to support the development of a scholarship of teaching and learning that:

• fosters significant, long-lasting learning for all students
• enhances the practice and profession of teaching, and
• brings to faculty members' work as teachers the recognition and reward afforded to other forms of scholarly work (www.carnegiefoundation.org/programs/index.asp?key=21)

Q: What is the President's Teaching and Learning Collaborative (PTLC)?

A: A group of professors and instructors involved in educational research within the CU-System with the aim of publication, peer review, and conference presentation regarding the scholarship of teaching and learning.

Q: How is the CU System associated with CASTL?  With the PTLC?

A: The CASTL Institutional Leadership Program is a three-year partnership between Carnegie and selected colleges, universities and higher education organizations with strong commitment to the careful examination of teaching and learning.

The University of Colorado system was selected as a CASTL "System-wide Collaboration Supporting Scholarship of Teaching and Learning" leadership participant. The PTLC is the local incarnation, based on the CASTL model for promoting the scholarship of teaching and learning (SoTL). The name highlights the role of the President's Teaching Scholars in the PTLC, as many of the named scholars serve as coaches and mentors for PTLC research participants.

Q:   What is the purpose of the PTLC?

A:   The purpose of the PTLC is to assist University of Colorado faculty (system-wide) in developing inquiry projects on teaching and learning intended as scholarship and for publication. The aim of the program is to broaden participation of faculty in effective inquiry in learning and teaching as investigators and published authors in refereed journals.

Q: Who participates in the PTLC?

A:   The director (Mary Ann Shea) and coordinator (Clayton Lewis) lead the PTLC participants in their scholarly inquiry into teaching and learning.  The steering committee advises and reviews PTLC researchers' proposals. Participants are CU system instructors and professors who are accepted through a competitive RFP process. Coaches and Mentors are assigned to each participant to assist scholarly investigations and research.

Q: What is the role of the PTLC mentor?

A: A PTLC mentor is an individual with expertise in the participant -researcher's content field (i.e. physics, anthropology, writing and rhetoric, etc.), ideally a faculty member who knows the epistemology (knowledge structure) and theory of the discipline.

Q: What is the role of the PTLC coach?

A: A PTLC coach is one who has the capacity to execute educational research and is one who can assist participant-researchers in a line of inquiry in teaching and learning. Many coaches are President Teaching Scholars at CU, and may serve as both coach and mentor when they advise participant-researchers within their own subject matter of expertise.

Q: How can I participate in the PTLC?

A:   The 2007-2008 request for proposals can be found here: http://www.colorado.edu/UCB/ptsp/ptlc.html#callforapps After serving as a participant-researcher, you may have the opportunity to serve as a coach or mentor for following PTLC cohorts.

Q: What are some of the benefits of PTLC participation?

A: Participant-researchers are assigned coaches and mentors. The PTLC faculty meet regularly to discuss their research, offering support and advice to one another. The PTLC is intent on publicizing and promoting the good works of PTLC participant-researchers, coaches, and mentors. Participant-researchers will receive $800 to support a graduate or undergraduate research assistant. Travel support to present project results at a conference will be available by application (funds will support about ten of the twenty participants this year.)

Q: What is the scholarship of teaching and learning (SoTL)?

A: "SoTL involves creation and dissemination of original work that makes a useful contribution to knowledge and practice of other teachers."

"Systematic reflection on teaching and learning made public."

Q: Where can I find more information about SoTL?

A: See links below:

• A tutorial on the SoTL: http://www.issotl.org/tutorial/sotltutorial/intro/intro1.html
• The journal of scholarship of teaching and learning: http://www.iupui.edu/~josotl/
• The Carnegie Foundation: http://www.carnegiefoundation.org/programs/index.asp?key=20
• Resource page for the University of Colorado CASTL/PTLC: http://ucblibraries.colorado.edu/services/curriculum_support/CASTL.htm
• Illinois State Scholarship of Teaching and Learning resources: http://www.sotl.ilstu.edu/

Q: Where can I find interdisciplinary, accessible examples of SoTL research?

A:   The Carnegie Foundation website houses a Gallery of Scholarship in Teaching and Learning projects, found here: http://gallery.carnegiefoundation.org/ The gallery showcases students' and professors' scholarship in teaching and learning. To share and document your own work in SoTL, register for a free KEEP toolkit account: http://www.cfkeep.org/static/index.html . Here you can post an electronic portfolio of your research in SoTL.