Teaching observations benefit instructors: a peer observer can help faculty achieve their teaching goals by illuminating how particular teaching and learning practices are working and guiding peers to consider next steps in continuous improvement. Also teaching observation reports are often part of award and promotion processes. Observing someone’s teaching is like other skills we have—it takes dedicated practice and time.
This workshop series develops those skills in peer review of teaching, and captioning is provided. The first 15 participants who participate in the workshop (3 sessions) and agree to work with the CTLE as peer reviewers for faculty who seek peer review assessments for a Meredith Professorship nomination packet are eligible for a $1,000 stipend. (Note that the application for the Meredith Professorship does require a peer review of teaching from someone who has worked with the CTLE on developing their peer review skills). Sign up below for this three-part series.
Course (re)Design Institute with Dr. Mary-Ann Winkelmes Link
June 13-16, 2022
9:00 a.m. – 12:00 p.m. EST each day
Join colleagues, student consultants, and Dr. Mary-Ann Winkelmes (Director, TILT Higher Ed) in this highly interactive, hands-on opportunity. Each morning, we’ll consider a practical, evidence-based design strategy to make courses more accessible, relevant, and motivating for students. After discussing an example of what that strategy looks like in practice, you’ll apply it to revising an existing course and syllabus, or designing a new one. We’ll adopt a collegial and supportive facilitated process that incorporates individual work and real-time peer feedback in pairs and small groups. You’ll leave the institute with a course and syllabus that are (re)designed to support students’ learning, incorporate shared competencies, and to advance your own teaching success.
Monday: Transparent, Equitable Instruction
Tuesday: Scaffolding Skill Development in Your Course
Wednesday: Raising Students’ Metacognitive Awareness of Skill Development
Thursday: Representation and Diversity in your Discipline and in Your Syllabus; Accessibility of Materials
The first 30 to register and attend all four sessions will receive a $1000 stipend.
This series is a collaborative effort with Institutional Effectiveness and Assessment and aims to build your skills and knowledge while engaging in conversation and discussion with colleagues during a lunch and learn format. Connect your work with the workshop topic and leave with concrete ideas for incorporating it into your classroom experience.
Spring 2022 Update
This semester, the Focus on Teaching and Learning series is on hiatus while we plan for an exciting fall 2022 schedule.
This series of workshops designed for faculty will heighten awareness of and provide worthwhile practice with issues of diversity, equity, inclusion, and access as they relate to the college classroom. Faculty who complete the five experiences will earn certificates of completion.
Establishing Civility and Positive Climate in Your Teaching Environment
Asynchronous via Blackboard This workshop affords participants a chance to explore strategies for fostering civil behavior and positive climate in their courses. Please register online to participate. Link
Identifying and Reducing Implicit Bias in Pedagogical Decision-Making
Asynchronous via Blackboard This workshop affords participants a chance to explore some common types of implicit bias as they relate to education and fosters opportunities to think through ways to reduce these types of bias in higher education courses. Please register online to participate. Link
Navigating Challenges of Diversity in the Classroom
Asynchronous via Blackboard Work through reality-based classroom scenarios dealing with issues of diversity and inclusion using a framework designed to build equity literacy. Please register online to participate. Link
Problematizing Identity and Intersectionality on the College Campus
Asynchronous via Blackboard Explore the topics of identity and intersectionality as they relate to college teaching and learning. Please register online to attend. Link
Transparent Teaching: An Evidence-Based Inclusive Practice
Asynchronous via Blackboard Evidence shows that making assignments transparent can positively impact students’ course performance and remove barriers to student success. Transparent teaching practices help to make classrooms inclusive and to create equitable learning experiences. Please register online to participate. Link