Vol. 15 (2023)

Faculty might be all at different points in an institution’s efforts to enhance teaching and learning and/or at varying distances from those efforts, but these faculty impact a school’s approaches to teaching and learning nonetheless. For CTL workers, the idea is to help faculty members situate themselves with some degree of intentionality in regard to forces they might marshall toward advancing teaching and learning in their classrooms and across a school’s broader ecology. What a CTL does is help educators locate themselves in a nexus of best practices, draw attention to available tools and approaches, interrogate institutional histories and pertinent discourses, articulate and reexamine values and expectations; a CTL configures sites of engagement through which such resources can come together to form action in real time.