Defined as the systematic study of teaching and learning made public, scholarship of teaching and learning (SoTL) has drawn increasing attention from faculty members and institutions in recent years, perhaps as a response to rising demands for accountability and evidence-based teaching practices. However, the process of setting up a SoTL project, carrying it out, and converting the resultant data into meaningful findings can keep even the most accomplished faculty from embarking on the tas--or, if they do, succeeding at it. Many have described the reward-based challenges of facilitating SoTL in a research university. However, other challenges are less frequently identified. The Investigating Student Learning (ISL) program began at the University of Michigan in 2008 to fund faculty and faculty/postdoc/graduate-student teams to pursue SoTL research on courses and curricula. In designing a comprehensive program to support this activity, the authors drew on the experiences of other campuses' SoTL initiatives. The ISL program has developed a number of structures to facilitate the process for SoTL researchers, adapting practices that have been effective at other institutions and consolidating them into one grant program. The authors discuss these features, other university models for them, and the reasons they were developed. (Contains 2 tables and 11 resources.)