Programs and Services
- Faculty Communities of Practice
- College Observation Week
- Student Course Development Projects
- Teaching Innovation Grants
- College Course Development Fellowship
- Teaching Mentoring Program
- One-on-One Teaching Consultations
- Teaching Observations
- Mid-Semester Evaluations
- Funding for Off-Campus Professional Development
- Academic Honesty Consultations
- Inclusive Teaching Workshops
For more information, or to request additional programming and services, contact Dr. Jenny Hadingham (firstname.lastname@example.org), Dr. Stu Jordan (email@example.com), or Dr. Rachel Remmel (firstname.lastname@example.org).
Faculty Communities of Practice
Faculty members interested in learning about and trying new techniques of instruction can join a community of practice. CETL organizes one to two such communities annually. Each community focuses on a distinct set of instructional practices and brings a together small groups of faculty to learn those practices and share their experiences piloting them in their courses.
For Spring 2019, CETL is sponsoring two groups.
Large Courses Discussion Group: Instructors of large courses are invited to join a teaching discussion group to share ideas and experiences. Participants will determine the focus of the group; past topics ranged from grading and communication logistics to classroom techniques and engagement. The group will be organized and supported by the Center for Excellence in Teaching and Learning.
Small Teaching Discussion Group: Learn about small, easy-to-implement teaching activities and strategies by reading, discussing, and implementing one teaching technique of your choice from James Lang’s Small Teaching (provided). This book translates research on student learning into classroom activities and strategies that can be dropped into ongoing courses. The group will meet six times for 75 minutes during the spring semester and is open to anyone teaching a spring 2018 course.
If interested in either group, contact Rachel Remmel.
College Observation Week
College Observation Week (February 25-March 1, 2019) gives AS&E instructors the opportunity to open their class to observer instructors, sign up to observe the classes of host instructors, or both. Fostering instructor interaction is intended to promote discussion about teaching, disseminate pedagogical ideas, and highlight teaching as part of AS&E culture. At the end of the week, CETL will host an informal reception to bring participants together to talk about their experiences, share thoughts, and generally engage around good teaching practice. See the College Observation Week page for more information.
Student Course Development Projects
Student Course Development Projects is a grant program that provides funding for faculty to hire an undergraduate to assist in the development of new course content, learning activities, or learning materials.
Teaching Innovation Grants
Teaching Innovation Grants provide the funds required for faculty and academic departments to develop, implement and assess new courses or new approaches to existing courses. See the Teaching Innovation Grant page for more information.
College Course Development Fellowship
The College Course Development Fellowship brings together small groups of AS&E faculty to collaborate in developing, planning, and implementing their undergraduate courses. Fellows enjoy intensive support from CETL staff, and are each awarded a $1,000 stipend for use in their research and teaching.
Teaching Mentoring Program
This program pairs a faculty member with a CETL consultant for intensive one-on-one development of instructional practices lasting from one semester to a full academic year. Activities are customized to the needs of the faculty member, but typically include classroom observations and feedback, a mid-semester evaluation, and extensive consultation targeted at learning and deploying new instructional techniques.
One-On-One Teaching Consultations
CETL teaching consultants are available upon request for confidential one-on-one consultations on all aspects of teaching, including course design, in-class activities, assignment design, evaluation of student work, course assessment, and the management of challenging interactions with and among students.
Upon the request of the instructor, a teaching consultant can observe classes and other instructional activities and subsequently provide both written and oral feedback. We encourage instructors to have a consultant attend several classes in order to identify themes and common practices. Both the observations and the feedback are confidential. See the teaching observations page for more information.
Funding for Off-Campus Professional Development
Faculty participants in all our teaching professional development programs (teaching consultations, mid-semester evaluations, communities of practice, grant programs and fellowships, etc.) are eligible for grants to assist with the cost of attending off-campus conferences and workshops on higher education pedagogy and the scholarship of teaching and learning.
A teaching consultant can design, administer, and interpret a paper-based survey at the mid-semester mark that captures students’ learning experience. The timing of the survey allows the instructor to adapt course materials and teaching methods in light of student feedback. Students are typically very responsive to these evaluations. CETL maintains confidentiality for both participation and results. A mid-semester evaluation can be arranged by contacting CETL a week in advance of its proposed administration date. See the mid-semester evaluations page for additional information.
Academic Honesty Consultations
CETL provides confidential consultations to instructors on academic honesty, including designing interventions to prevent academic dishonesty, responding to incidents of suspected dishonesty by students, and navigating the college’s policies about the sharing of information regarding incidents of suspected dishonesty. CETL’s consultant is highly knowledgeable about the AS&E academic honesty policy and best practices for preventing dishonesty and has extensive experience troubleshooting incidents with instructors.
Inclusive Teaching Workshops
During the Spring 2017 semester, CETL offered a workshop series on inclusive teaching featuring UR education researchers, student support offices, and professors. The workshops covered different student populations at UR, including students with disabilities (5% of AS&E students have a documented disability, and another 6% likely have an undocumented disability), international students (23% of undergraduate and 49% of graduate students in AS&E), underrepresented minority students (at UR, students are 6.7% Hispanic, 5.1% black, 3.1% two or more races, and less than 1% Native American), women students and gender and sexual minority students (50% of AS&E students are women), and first-generation students (23% of AS&E students). If a group or department would like to request a workshop on any of these topics, please contact Rachel Remmel.
Workshops consist of small student groups who meet each week to solve challenging, course-related problems under the guidance of a student who has recently completed the course successfully. Workshops are integrated into the course and help students practice course material.
The University of Rochester is part of the Center for the Integration of Research, Teaching and Learning (CIRTL), an NSF-funded consortium of universities. Its mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners.