The mission of the Center for Research on Learning and Teaching (CRLT) is to promote excellence, equity, and innovation in teaching in all 19 schools and colleges at the University of Michigan.

CRLT is dedicated to the support and advancement of evidence-based learning and teaching practices and the professional development of all members of the campus teaching community. CRLT partners with faculty, graduate students, postdocs, and administrators to develop and sustain a university culture that values and rewards teaching, respects and supports individual differences among learners, and creates learning environments in which diverse students and instructors can excel.

CRLT’s current vision is to drive the transformation of teaching and learning at U-M and in U.S. higher education by pursuing the following goals:

• Advancing equity through our programs and services, using evidence-based approaches in order to disrupt practices that lead to differential outcomes for historically disenfranchised and currently marginalized populations
• Driving institutional change by strategically partnering with individuals and groups at all levels of the university in order to creatively address both long-standing and emerging issues in context specific ways.
• Engaging regularly in critical reflection on status-quo practices in our internal and external work so that we can deepen effective strategies and explore new possibilities that would allow us to better meet our organizational goals
• Cultivating a person-centered community at CRLT and in higher education more broadly that values the importance of teaching and learning, celebrates the expert contributions of community members, takes the human stakes of our work seriously, and recognizes the power of inviting ourselves and others to do better today than we did yesterday
• Enhancing the visibility, accessibility, and understanding of CRLT's purpose, resources, and expertise in order to maximize the impact of staff efforts, positively influence university practices and policies, and encourage educational culture change at other institutions of higher learning
• Creating opportunities for planful, deep learning and skill development internally and with constituents to enable meaningful and sustainable changes in practice, process, and infrastructure at the individual, organizational, and institutional level
• Strategically strengthening cross-area connections in order to build a deeper sense of organizational purpose and community, avoid duplication of effort, and allow for the intentional development of complementary programs.