Teaching in the Face of Tragedy and Conflict
The Center for Teaching and Learning Excellence supports faculty in navigating these challenging times in their courses and interactions with students. We recognize the centrality of faculty in the daily lives of students and seek to equip them with tools for addressing tragedy and conflict in their teaching roles.
We encourage faculty to acknowledge the seriousness and complexity of recent events and to recognize that their students – like faculty – are affected in many different ways.
Teaching and Learning in the Age of Artificial Intelligence
As artificial intelligence expands in exciting, challenging, and complex directions, CTLE and CLASS are collaborating with an informal faculty working group to support to Syracuse faculty and instructors in navigating this new teaching landscape.
We are excited to bring you our new series of captioned videos with companion audio files and transcripts, Peer-to-Peer Advice: A Timely Conversation with Faculty Colleagues.
We will continue to develop resources for responding to artificial intelligence technologies. We welcome your requests and suggestions. Please email CTLE@syr.edu to let us know how we can better support your teaching.
If you have concerns about academic integrity, please contact aio@syr.edu, the academic integrity office within CLASS. Individual course consultation is also available for faculty and instructors via the CTLE request form.
Discussion on Stress-Aware/Trauma-Informed Teaching
Panelists: Linda Stone Fish, Colleen Cameron, Rachel Razza, Faculty in Falk College of Sport & Human Dynamics.
Three SU faculty colleagues distinguish typical versus traumatic levels of stress, and discuss topics such as content warnings, hyper vigilance, and oversharing. They offer in-class practical resources for helping students to be present and feel emotionally safe in their courses. This outline provides minute markers for each topic.
The CTLE grounds its services in evidence-based practices. These include, but are not limited to the following: individual consultations; classroom observations and feedback sessions; syllabus reviews; the development of college, school, and department-specific workshops; assistance in reviewing and responding to student feedback; and knowledge co-creation related to general and specific teaching questions.