"The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good. "
"AAC&U is the leading national association dedicated to advancing the vitality and public standing of liberal education by making quality and equity the foundations for excellence in undergraduate education in service to democracy. Its members are committed to extending the advantages of a liberal education to all students, regardless of academic specialization or intended career. Founded in 1915, AAC&U now comprises 1,400 member institutions—including accredited public and private colleges, community colleges, research universities, and comprehensive universities of every type and size."
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.
The purposes of the International Society for Exploring Teaching and Learning are to encourage the study of instruction and principles of learning in order to implement practical, effective methods of teaching and learning; promote the application, development, and evaluation of such methods; and foster the scholarship of teaching and learning among practicing post-secondary educators. Society members are drawn from the arts, humanities, social sciences, natural sciences, engineering, nursing, business, education, and other disciplines and share a commitment to improving the quality of their teaching and the quality of their students' learning.
The International Society for the Scholarship of Teaching & Learning (ISSOTL) serves faculty members, staff, and students who care about teaching and learning as serious intellectual work. The goal of the Society is to foster inquiry and disseminate findings about what improves and articulates post-secondary learning and teaching.
MERLOT is a free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. MERLOT is a leading edge, user-centered, collection of peer reviewed higher education, online learning materials, catalogued by registered members and a set of faculty development support services.
"The mission of the Mid-Western Educational Research Association is threefold: 1) to disseminate educational research conducted in the central states and provinces of North America; 2) to promote a collegial research culture in the region; and 3) to provide a forum for mentoring the research skills of graduate students and junior faculty members."
"Project Kaleidoscope (PKAL) is AAC&U’s STEM higher education reform center dedicated to empowering STEM faculty, including those from underrepresented groups, to graduate more students in STEM fields who are competitively trained and liberally educated."
The Assessment Institute is designed to provide opportunities for (1) individuals and campus teams new to outcomes assessment to acquire fundamental knowledge about the field, (2) individuals who have worked as leaders in outcomes assessment to share and extend their knowledge and skills, and (3) those interested in outcomes assessment at any level to establish networks that serve as sources of support and expertise beyond the dates of the Institute.
The Association for University Regional Campuses of Ohio (AURCO) conferences provide faculty, students and administrators with the opportunity to share scholarly research, exchange pedagogical strategies, and network with colleagues from Ohio’s 24 regional colleges.
"ISSOTL conferences convene faculty members, staff, and students from across the disciplines and around the world as a community that fosters inquiry and disseminates findings about what improves and articulates postsecondary learning and teaching. This purpose leads to an inherently complex conference culture: participants with diverse backgrounds and common goals."
The Annual Conference on Higher Education Pedagogy is focused on higher education teaching excellence and the scholarship of teaching and learning. Past proceedings can be found at https://chep.cider.vt.edu/index/Proceedings.html
The EDUCAUSE Annual Conference is the premier higher education IT event, offering an engaging and informative program, formal and informal opportunities to build your professional network, and allows you to learn, reflect, and engage with colleagues from around the world.
"ISETL encourages college and university faculty and practitioners from all disciplines to develop, study, and apply learner-centered principles of teaching, learning, and assessment in innovative, yet effective and practical ways."
"Ohio-PKAL’s vision is to create a regional community of practice to promote and enhance learner-centered STEM (science, technology, engineering and mathematics) education through evidenced-based best practices, faculty development and community engagement and education."
The Professional and Organizational Development (POD) Network in Higher Education is devoted to improving teaching and learning in higher education. Founded in 1976, POD provides its members with personal and academic relationships that are essential for professional growth. Central to POD’s philosophy is lifelong, holistic, personal, and professional learning, growth, and change for the higher education community.
Teaching can always become more effective and learning more significant and enduring.
The Scholarship of Teaching and Learning (SoTL) engages individuals in designing, conducting, and publishing research on teaching and learning. SoTL emphasizes that teaching is a serious intellectual activity that can be both deeply personal and highly collegial.
For instructors engaging in SoTL “the work of the classroom [becomes] a site for inquiry, asking and answering questions about students’ learning in ways that can improve one’s own classroom and also advance the larger profession of teaching” (Huber and Hutchings, 2005).