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We offer a framework for guiding an effective Center for Teaching and Learning: Responsiveness, Relationships, Resources, and Research. Our intention is to fill a gap in the literature on guidance for CTL leadership. These four principles are grounded in both scholarly and experiential evidence, drawing from multiple CTL directors with a range of experience levels at different center and institutional types.

In addition to traditional roles, educational developers increasingly find themselves considering their involvement in issues of institutional change. However, this evolution leads to new challenges as educational developers attempt to discern whether and how to be involved in particular organizational change efforts. This chapter provides a framework that can help centers of all types reflect on the broader risks and rewards of institution‐level leadership. Through a series of context‐based reflective questions, the authors hope to promote strategic thinking among educational developers (particularly center directors) and to spur new questions and research as our field continues to evolve.

The authors invite English studies faculty to reconsider traditional graduate seminar pedagogies in light of the changing academy and evolving professional identities. Recommendations include balancing currently conventional methods that may emphasize lecturing, content coverage, or scholarly production with a workshop-style focus on writing, teaching, and metacognition. Examples from several graduate classroom experiences are provided.

The Harriet W. Sheridan Center for Teaching and Learning was founded in 1987 to support the professional development needs of Brown's teaching communities. As of June 2016, the educational development functions of the Center were merged with Brown's writing, academic tutoring, and English language learning services, widening its mission to support all members of Brown's learning communities. Further, as described in the operational plan for Brown University's Building on Distinction, the Center has the opportunity to develop a new initiative that "will train peer educators to help fellow students develop the competencies they will need after Brown." Because of this new orientation, change in leadership, consolidation with other units, and move to the Sciences Library, Dean of the College Maud Mandel suggested initiation of a strategic planning process to inform Sheridan's future directions. PROCESS • Local needs assessment data were collected to inform the plan, framed by research on the scholarship of teaching, learning, and educational development. Data sources that inform this plan include Brown's strategic plans (Building on Distinction Operational Plan and Pathways to Inclusion), Brown faculty (COACHE) and senior surveys, Departmental Diversity and Inclusion Action Plans, Sheridan Faculty and Graduate Student Liaisons input, previous Sheridan participation records, extensive feedback from the Sheridan Advisory Board collected over seven meetings during AY16-17, and feedback from tutoring and writing leadership boards. • Sheridan's new mission statement, goals, and activities were developed in collaboration with Sheridan's Advisory Board, the Graduate Student Advisory Committee, Sheridan staff, and key campus collaborators. • A second strategic planning process was used for the purposes of planning the Brown Learning Collaborative, to promote undergraduate teaching and intergenerational (faculty-graduate studentundergraduate) course redesign to significantly enhance learning in key liberal arts competencies. Multiple campus presentations were made to Brown University administrators, faculty, staff, and alumni. Additionally, in multiple focus groups, STEM undergraduate teaching fellows and their students offered feedback about their pedagogical and learning experiences. REVISED MISSION With extensive feedback from Sheridan staff, the Graduate Student Advisory Committee, and the Advisory Board, the Sheridan mission was revised: • Previous mission (2008-2016): The Harriet W. Sheridan Center for Teaching and Learning honors Brown University's long-standing commitment to teaching. The Center recognizes the diversity of learners and encourages reflective, independent, lifelong learning. Through its programs, services and publications, the Sheridan Center explores a variety of pedagogical approaches and offers support to all members of Brown's teaching community. • Revised mission (2017-): The Sheridan Center promotes evidence-based teaching to create an inclusive environment where all learners can succeed. To encou...