Document Type

Article

Publication Date

Fall 2021

Keywords

peer collaboration, developing centers, resources

Abstract

In today’s impoverished higher education fiscal climate, especially considering the enormous financial implications to higher education of accommodating the changes required by the coronavirus pandemic, “nonessential” though highly important programs, such as centers for teaching and learning (CTLs), are very likely to be underfunded. In this study, we illustrate how underfunded programs can leverage peer collaboration and support to initiate productive, formal systems of assistance for faculty by describing a number of such programs developed by and/or coordinated by our CTL. Moreover, we propose that sustainable programs, especially at small liberal arts institutions, must include a strong component of peer networking and in-house expertise rather than relying on outside consulting services. In a climate of shrinking dollars, CTLs can still perform some key roles effectively while continuing to advocate for more adequate funding.

Journal Title

To Improve the Academy: A Journal of Educational Development

Volume

40

Issue

2

First Page

152-173

DOI

https://doi.org/10.3998/tia.970

First Department

Teaching, Learning and Curriculum

Second Department

English

Acknowledgements

Open access article retrieved July 26, 2022 from https://journals.publishing.umich.edu/tia/article/id/970/

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