A Framework for the Strategic Leveraging of Outside Resources to Enhance CTL Effectiveness

Abstract

Many centers for teaching and learning (CTL) are challenged with developing new programs and services that are constrained by limited staff and resources. Tapping into on‐ and off‐campus expertise is one way for CTL to expand their range of options for faculty development. In this paper, we present a framework that describes how CTL can assess the likely impact, value, and range of prospective leveraging opportunities when deciding whether to pursue on‐ and off‐campus partnerships. We then discuss applying the framework as an analytical tool, developing leveraging strategies, and creating a strategic leveraging plan. Throughout this discussion, we provide numerous examples that highlight the ways that CTL can increase or complement their offerings and resources through the strategic leveraging of potential opportunities.

Leveraging Collaboration and Peer Support to Initiate and Sustain a Faculty Development Program

“…As we contemplated the needs of our faculty to quickly switch to (Brinthaupt et al, 2019;Cruz et al, 2019;Nadler et al, 2012;Sweet et al, 2018;Wright et al, 2018).…”

An Efficient and Coherent Pipeline for Graduate Student and Postdoctoral Scholar Educational Development

“…Relatedly, there is a common concern that investing time into teaching development programs would affect time to graduate degree completion; however, Connolly et al (2018) showed that these programs had no effect on degree completion for STEM graduates. Given all of the advantages of educational development for graduate students and postdocs, many CTLs are expected to offer more and more FFTD programs even if staffing and resources do not increase accordingly (Brinthaupt et al, 2019). As demands for such programming increases, the question emerges: How can a CTL keep up with the workload and create an organized curriculum out of it all?…”

“…As demands for such programming increases, the question emerges: How can a CTL keep up with the workload and create an organized curriculum out of it all? In addition to leveraging campus partnerships and collaborations for CTL success (Brinthaupt et al, 2019), at the University of California, Irvine (UCI), we have developed our FFTD pipeline for efficiency and coherence by emphasizing two main strategies: (1) implementing a cascading mentorship model for program development and facilitation and…”

Designing a Streamlined Workshop for STEM-H Faculty Engaged in the Scholarship of Teaching and Learning

“…As suggested in Brinthaupt et al [8], this workshop leveraged the expertise of two university unit centersan engineering-based center for teaching and learning engineering and an educationbased center for research in STEM learningas well as the university's professional development center for faculty. Separately, none of the centers could have made this workshop possible.…”

“…Separately, none of the centers could have made this workshop possible. The framework presented by Brinthaupt et al [8] was considered as we planned the follow up assessment of the workshop. They propose three dimensions (impact, value, and range) and six linked levels (reciprocity, saturation, strategic role, return on investment, direction and locus).…”