Announcing the CETL Course (Re)Design Institute
The Center for Excellence in Teaching and Learning presents the Summer Course (Re)Design Institute: Design, Build, Engage What: A multi-day institute composed of three, 3-hour workshops. Participants will explore principles of backward design, transparent course design, and other research-based strategies to increase student learning and engagement. Who should attend: Full-time faculty members interested in creating
Join us for the CETL Summer Conference
The Center for Excellence in Teaching and Learning’s 2024 Conference on Innovative Teaching and Student Success Save the Date: Wednesday, August 14, 8:30am-3:30pm, Orange Campus Register here to reserve your seat! AI and TikTok and Smartphones, Oh My! Navigating the Rapidly Changing Digital Landscape to Support Learning, Wellness, and Productivity Do you ever feel overwhelmed
Leadership & Service Opportunities with the CETL
Leadership & Service Opportunities with the Center for Excellence in Teaching and Learning The Center for Excellence in Teaching and Learning (CETL) is recognized as a hub for critical reflection, meaningful dialog, and pedagogical resources to support faculty development, as well as a leader in the advancement of academic excellence and student success on campus.
Spring 2024 CETL Workshops
CETL Workshop Schedule The CETL hosts a variety of workshops and other learning activities throughout the year. Below you will find information about our upcoming sessions so you can add them to your calendar. Registration links will be provided prior to each event. Please reach out to us if there is a topic you’d like
CETL Teaching Intensive: Designing for Inclusive and Accessible Learning
The Center for Excellence in Teaching and Learning Teaching Intensive: Designing for Inclusive and Accessible Learning What: The CETL is pleased to announce the 2024 January teaching intensive, which will focus on inclusive teaching practices, including creating high-structure courses and applying principles of Universal Design for Learning (UDL) to design accessible learning activities and assessments.
Productive Pathways to Promotion: Spring Sessions
The CETL Early Career Faculty program, Productive Pathways to Promotion, will continue into spring 2024 with monthly working sessions for new and early career full-time faculty. See below for session details. Registration links will be provided as the upcoming session dates approach. Productive Pathways Session #5: Scholarly and Creative Works (Being Intentional) Learn strategies
Fall 2023 CETL Workshops
CETL Workshop Schedule The CETL hosts a variety of workshops and other learning activities throughout the year. Below you will find a listing of upcoming sessions with details and registration links. Some of these will be repeated during the spring term. Please reach out to us if there is a topic you’d like to see
Teaching Tips for the Week of September 25, 2023
In case you missed it… we’re revisiting a post from earlier this year about the importance of feedback, mid-term check-ins with your students, and creating an engaging classroom. Providing Meaningful & Effective Feedback One of the most important factors leading to students’ academic growth is the quality of feedback they receive from their instructors. Woolf
New Early Career Faculty Program Launching in October
New Series for Early Career Faculty: Productive Pathways to Promotion To compliment your college/school mentoring program and events sponsored by the Office of Faculty Advancement, the Center for Excellence in Teaching and Learning is excited to announce its year-long program and community specifically designed to support early career, tenure-track (TT) and non-tenure-track (NTT) faculty. Clear
Teaching Tips for the Week of September 18, 2023
The Power of Prediction: Activating Prior Knowledge to Boost Learning In a traditional course structure, we deliver information through readings, lectures, and other instructional activities. Students are then asked to practice the skills or application of information we’ve provided by answering questions or solving problems. What would happen if we asked students to answer these