ABSTRACT
During the past decade, CRLT has intensified its focus on research as a lever for strategically supporting and improving teaching on campus. A good example is the research project CRLT initiated in 2003 to investigate the factors influencing undergraduate retention and attrition in the sciences, with particular attention given to the role of TAs, who teach the majority of sections in introductory courses. Using this type of research to instigate data-driven institutional change was a new venture that was extremely time-consuming for multiple CRLT staff members over several years. However, CRLT’s investment in this approach to faculty development was a strategic move targeted to (1) improve teaching in the introductory science courses in multiple departments; (2) demonstrate the teaching center’s value more clearly to the dean and several department chairs in the liberal arts college; and (3) provide data to CRLT consultants that inform our work with TAs across campus.
