Abstract
This article explores the relationship between centers for teaching and learning and teaching faculty. Examining the cognitive economy that constitutes the learning environment for both faculty and students under the categories of goals, activities, information, time, community, and alignment, the author suggests that centers for teaching and learning consider faculty as students. Arguing that the theory-in-use or governing paradigm of most institutions values instruction over learning, he explores the requirements of a cognitive economy that promotes a deep approach to learning for students and a deep approach to teaching for faculty, and he indicates the implications of this framework for centers of teaching and learning.
