Leveraging Collaboration and Peer Support to Initiate and Sustain a Faculty Development Program

In today’s impoverished higher education fiscal climate, especially considering the enormous financial implications to of accommodating changes required by coronavirus pandemic, “nonessential” though highly important programs, such as centers for teaching and learning (CTLs), are very likely be underfunded. this study, we illustrate how underfunded programs can leverage peer collaboration support initiate productive, formal systems assistance faculty describing a number developed and/or coordinated our CTL. Moreover, propose that sustainable at small liberal arts institutions, must include strong component networking in-house expertise rather than relying on outside consulting services. climate shrinking dollars, CTLs still perform some key roles effectively while continuing advocate more adequate funding.