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Teaching and Learning Centers, and the professional field of faculty development, can trace its origins to the establishment of the first center for teaching at University of Michigan in 1962. The Center for Research in Teaching and Learning was formed and shaped by shifts in social and economic trends, reactions to a preceding emphasis on faculty scholarship, increased student activism in the 1960s and the curriculum evolutions that resulted. Enrollment in post-secondary education swelled after the second world war giving access to new students from diverse socio-economic ranks. As the decades progressed, these new students voiced their disillusionment with the social and political happenings of the time, as well as the traditional curricular offerings and interactions with university personnel. A push to include the voices of marginalized populations, activism expressed in “teach-ins,” and a cultural shift away from an impersonal and functional relationship between faculty and students became the genesis of this new focus on educational development and centers that could house this new professional support.

POD Network

Though most teaching and learning centers were established on university campuses between 1990 and 2010, early efforts to improve teaching at universities and disseminate best practices were spurred by University of Massachussetts Amherst’s Clinic to Improve University Teaching, which informed the initial approaches of the Professional Organization Development network (POD network).