CASTL represented a major initiative of the Carnegie Foundation. Launched in 1998, the program built on a conception of teaching as scholarly work proposed in the 1990 report, Scholarship Reconsidered, by former Carnegie Foundation President Ernest Boyer, and on the 1997 follow-up publication, Scholarship Assessed, by Charles Glassick, Mary Taylor Huber, and Gene Maeroff.
The CASTL Program sought 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.
Achieving these goals involves significant shifts in thought and practice. For faculty in most settings, teaching is a private act, limited to the teacher and students; it is rarely evaluated by professional peers. "The result," writes former Carnegie Foundation President Lee S. Shulman, "is that those who engage in innovative acts of teaching rarely build upon the work of others; nor can others build upon theirs." Thus, the goal of CASTL is to render teaching public, subject to critical evaluation, and usable by others in both the scholarly and the general community.
The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact
Pat Hutchings, Mary Taylor Huber, and Anthony Ciccone. Jossey-Bass, 2011.
CASTL Higher Education Collection
A selected collection of websites from the Gallery of Teaching and Learning that include faculty teaching portfolios and scholarship of teaching and learning (SoTL) projects that display the inquiry, processes, and reflections of faculty from disciplines including (but not limited to) mathematics, psychology, and music.
Also see the SoTL publications archive »