by Charlotte Meijer, Vrije Universiteit Amsterdam, the Netherlands
Academic teaching staff can go to Centers for Teaching and Learning (CTLs) for advice, support and/or training on education. They also act as a link within the institution and between other CTLs and (inter)national educational initiatives and collaborations. CTLs are popping up more and more at tertiary educational institutions around the globe. The need is high to share knowledge and experiences. To help address this need, I will share the key results of my literature study on the success factors of CTLs.
What is a Centre for Teaching and Learning?
CTLs differ per institution and there is no one-size-fits-all model. That is a good thing, because the culture and structure also differ per institution: what works at one institution may not work at another. That is why CTLs are best suited to adapt to the needs of their institution, teaching staff and students. Nevertheless, there are a number of roles that most CTLs recognise:
• A CTL provides a safe (physical) location on campus where teaching staff and support staff can come together to exchange ideas, find inspiration and connect with like-minded people to expand their network and build relationships.
• A CTL is an important place to develop new educational initiatives and give them a boost.
• A CTL spots existing educational initiatives within the institution, supports them where necessary, spreads them within the institution and connects teaching staff with similar initiatives and problems.
• A CTL provides support in retaining knowledge and experience of educational initiatives, so that these are not lost when employees, managers and/or the organisation of an institution change.
• The presence of a CTL conveys the message that good teaching is essential and valued within the institution.
What are the success factors of a Centre for Teaching and Learning?
Now that we know what CTLs do, the question remains how to make them a success. I have studied the literature and there seems to be consensus on the following ten success factors. I will briefly explain all ten:
1. Mission and vision in line with the institution
Institutions distinguish themselves by communicating a mission that students and staff can identify with and are attracted to. A CTL would be wise to align itself with this. In this way, the CTL contributes to the realisation of the institution’s goals, and users identify with the CTL’s mission and vision. All products and services offered by the CTL must contribute in some way to the realisation of the CTL’s mission and vision.
2. Support from the institution’s management
A CTL must have the support of the institution’s management. Management can provide this support by expressing high standards and appreciation for teaching and learning and by playing an active role in creating positivity around teaching. By doing so, management can promote the involvement of teaching staff in the CTL.
3. Meeting the needs of teaching staff
A CTL can provide excellent products and services, but if these do not meet the needs of teaching staff, they will not be used. CTLs are most effective when they respond positively to requests and opportunities that come their way, as this allows them to align themselves with initiatives from other parts of the institution. Responding quickly is also important in order to maintain enthusiasm.
4. Bringing teaching staff together
CTLs have the power to bring together teaching staff from all different programmes and faculties. By doing so, CTLs can give a strong boost to the sense of collegiality and belonging and to the building of communities. This sets in motion an upward spiral in which teaching staff engage in more conversation with colleagues, which in turn raises the feeling of belonging, which in turn leads them to seek more contact with colleagues. The more teaching staff interact with each other, the more they discuss good teaching methods and collaborate with each other. This has a positive effect on education.
5. Good visibility
If teaching staff are unaware of the CTL and what it offers, no one will use it, regardless of the excellent products and services it provides. CTLs are a relatively new phenomenon and are therefore not yet recognised as an integral part of the institution’s identity. Too often, CTLs are described as helpful but distant, unfamiliar, difficult to find and located at the far ends of campus. As a result, many teaching staff are unaware of the CTL and what it does.
6. Good reputation
A CTL must build a good reputation. By constantly proving its value, a CTL gains a good name on campus and teaching staff know that they need to be here to boost their teaching. The more the influence of a CTL grows, the easier it becomes to achieve goals.
7. Entering into partnerships
An institution comprises many units that are involved in improving education and supporting teaching staff. These units often deal with matters that overlap with those of other units, such as the digitalisation of education. By working together, all units can deliver better results. In addition, this creates greater focus and cohesion within the institution, which maximises its impact.
8. A sense of ownership for teaching staff
Educational innovation is most effective when teaching staff feel a strong sense of ownership. This sense of ownership leads teaching staff members to feel involved in and responsible for the programme. It also makes them more inclined to inspire their colleagues to do the same. Therefore, do not innovate on your own, but work together with academic teaching staff.
9. Leadership of the CTL
It is essential to have an individual who has the vision, commitment, time and energy to take the lead in creating, developing, maintaining and evaluating CTL products and services. Teaching staff often call a person, not an office. This person must be visible and accessible, because this person is the face of the CTL.
10. Regular evaluation and reflection
By collecting evaluation data and including it in a report, a CTL can demonstrate that it is actually doing what it sets out to do. Managers want to see this accountability in order to decide whether the CTL still has a right to exist or deserves to be expanded. In addition, evaluation provides insight into its own performance: are the intended goals being achieved? Is the CTL on the right track to achieve its mission? This allows for reflection and timely course corrections.
Want to know more?
Read the full paper Meijer, C.C.C. (2020); Centers for teaching and learning op Nederlandse universiteiten: wat gebeurt er?
Charlotte Meijer, Vrije Universiteit Amsterdam, the Netherlands
