Schroeder, C. & Snow, H. (2025). Leadership and Change from Within: An Honors College and CTL
Partnership. In Editors: J. Zubizarreta & V. M. Bryan (Eds.), Where honors education and faculty development meet
(95 \u2013 103). National Collegiate Honors Council.<\/p>\n\n\n\n
Connie M. Schroeder, Hilary K. Snow<\/em><\/p>\n\n\n\n This volume draws on sixty authors to shine a spotlight on the natural collaboration between honors colleges and Centers of Teaching and Learning to improve teaching. Their theoretical and practical research and expertise from wide-ranging institutional contexts underscored the essential role of collaborative relationships in advancing and scaling change. In chapter six, Hilary Snow and Connie Schroeder at the University of Wisconsin-Milwaukee discuss a process of change within continuing impact. <\/em><\/p>\n\n\n\n Scaling sustainable change in teaching and learning is an\u00a0elusive\u00a0priority in higher education\u00a0given the decentralized and siloed academic landscape (Wise, S. B. et al., 2022; Wise, S. et al., 2017; Brown, J. T., 2017; Barth, 2013; Henderson et al., 2011). Most colleges and departments lack the necessary\u00a0time\u00a0or the critical organizational structures to sustain change (Laksov, 2021). Centers for Teaching and Learning (CTLs) seek to advance improvement in teaching and learning and\u00a0increasingly\u00a0highlight improving institutional culture as part of their mission.\u00a0However, reliance on traditional programming and consultations primarily targets\u00a0individual change<\/em>\u00a0versus scaled or sustainable change (Seymour, 2002; Henderson et al., 2011; Diamond, 2004; Schroeder, 2011; Sorcinelli et al., 2006).\u00a0<\/p>\n\n\n\n A variety of change models and approaches with a scaling and sustainability mindset are needed within our multi-layered institutions with many disciplines, cultures, and unique conditions. One example of a\u00a0successful process of\u00a0collaborative\u00a0change\u00a0well outside of a top-down approach\u00a0emerged\u00a0at the University of Wisconsin-Milwaukee Honors College. A longstanding partnership between\u00a0the\u00a0UWM\u00a0honors college faculty member, Hilary Snow,\u00a0and\u00a0Connie Schroeder of the Center for Excellence in Teaching and Learning (CETL)\u00a0fueled the conditions that would contribute to two\u00a0highly impactful\u00a0college roles emerging over time.\u00a0Insights from Snow\u2019s ongoing and extensive participation in\u00a0CETL\u2019s\u00a0workshops soon translated into engaging colleagues in informal hallway discussions or\u00a0pedagogical\u00a0conversations after staff meetings.\u00a0This informal, volunteer, but intentional\u00a0and\u00a0emergent faculty leadership role for professional development in teaching and learning evolved into a\u00a0highly\u00a0visible, established role.\u00a0In this leadership role, Hilary Snow became\u00a0the catalyst for\u00a0guiding an informal pedagogy group to become an established,\u00a0visible structure for leveraging college-wide change\u00a0as\u00a0it grew and adapted the roles and structures within its cultural context.\u00a0The honors college recognized Snow\u2019s initial voluntary, informal role as meeting her faculty service expectations and her non-teaching responsibilities. Recognition of her role publicly validated her expertise and emergent leadership role ensuring time to focus on this role along with other related service.<\/p>\n\n\n\n The multi-year, change process made evident the potential of emergent leadership among a cohort of colleagues and the essential role of informal, generative relationships that are voluntary, flexible, and adaptable alternative approaches to top-down change (Quardokus Fisher & Henderson, 2018). This collaborative, emergent process within an existing culture and over time, can encourage Centers to move beyond traditional menus of workshops and programs to cultivate emerging leadership roles and alternative structures to leverage scaled change (Seymour, 2002; Corbo et al., 2016). In closing, Schroeder and Snow challenged chairs to recognize their change agents within <\/em>by encouraging Center partnerships and legitimizing designated roles for professional development within their unit. Positioned within their culture, they can bridge the \u201carchipelago of islands\u201d that often exists within departments (Laksov, 2021). <\/p>\n","protected":false},"excerpt":{"rendered":" Schroeder, C. & Snow, H. (2025). Leadership and Change from Within: An Honors College and CTLPartnership. In Editors: J. Zubizarreta & V. M. Bryan (Eds.), Where honors education and faculty development meet(95 \u2013 103). National Collegiate Honors Council. 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