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Teaching Scholars Program

91ֱ����Ƶseeks to build a culture of teaching excellence by expanding practices already shown to be effective at 91ֱ����Ƶand recognizing the faculty who employ these practices. The identifies individuals who have achieved demonstrable success in the classroom, are committed to furthering their understanding of the art and science of teaching and to sharing their success for the benefit of other faculty, programs, and students. 

Faculty Learning Communities

are year-long cohort or topic-based communities of practice that give support, feedback, and encouragement while each faculty member pursues a project of choice that involves improving student outcomes. FLCs are neither committees nor workshops. Research has shown that FLCs are not only extremely effective mechanisms for faculty learning, they are also enriching social experiences. FLCs engage complex problems, energize and empower participants, nourish scholarly teaching, and create an awareness of the complexity of teaching and learning. 

Innovation Accord

Faculty intending to implement significant innovative changes to their courses may apply for a CETL  to receive a letter of support from CETL which can be added to their RPT portfolio, thereby helping to place the related student and peer evaluations in context.*

*From the 91ֱ����Ƶfaculty handbook

Book Groups

Remember how enjoyable it is to read a book for fun and get together with friends and colleagues for insightful discussions? CETL will host for all selections that receive six or more participants. Books will be provided and meeting dates will be chosen with registered participants. 

Teaching Squares

are self-selected groups of four faculty members who open their classrooms to each other for non-judgemental observation and discussion within the group. 

Scholarship of Teaching and Learning Grants

Central to CETL’s work is to encourage faculty to explore their teaching as a scholarly endeavor. Ernest Boyer (1990), while directing the Carnegie Foundation for the Advancement of Teaching, first introduced the concept of the . Since then it has emerged as a significant category of research in which faculty investigate a component of their teaching with the purpose to advance not only their own practice of teaching and subsequently their students’ learning; but in making their research findings public, they advance teaching and learning in general. 

Teaching Mini-Grant Program

Teaching Mini-Grants promote the use of effective teaching techniques based on published research in teaching and learning. CETL invites proposals that reflect instructional strategies that are new to the faculty member(s) or to the department/academic program and that attend to student learning challenge(s)and needs and/or address curricular change(s). The proposal does not have to include the development of “cutting edge” instructional innovations, although these are also encouraged. Evidence of the sustainability of proposed projects is a central condition for potential funding; that is, continued offering and student enrollment.