Programs and Services
- Inclusive Teaching Workshops
- One-on-One Teaching Consultations
- Teaching Observations
- Mid-Semester Evaluations
- Academic Honesty Consultations
- Student Course Development Projects
- Teaching Mentoring Program
- College Course Development Fellowship
- Faculty Communities of Practice
- Funding for Off-Campus Professional Development
For more information, or to request additional programming and services, contact Dr. Jenny Hadingham (email@example.com), Dr. Stu Jordan (firstname.lastname@example.org), or Dr. Rachel Remmel (email@example.com).
Inclusive Teaching Workshops
During the 2017 Spring semester, CETL is offering a workshop series on inclusive teaching featuring UR education researchers, student support offices, and professors.
Inclusive Teaching: Students with Disabilities. Thursday, 2/9/2017, 3:30-5 pm, Gamble Room (third floor, Rush Rhees Library)
- Dr. Samantha Daley, Assistant Professor, Warner School
- Dr. Ben Hafensteiner, Faculty Lecturer, Department of Chemistry, AS&E
- Amy Wight, Assistant Director, Disability Resources, Center for Excellence in Teaching and Learning, AS&E
Inclusive Teaching: International Students. Thursday, 2/16/2017, 9-10:30 am, Gamble Room (third floor, Rush Rhees Library)
- Dr. Nancy Chin, Associate Professor, Public Health Sciences, URMC
- Molly Jolliff, Director of International Student Engagement and Associate Director of Advising Services, College Center for Advising Services, AS&E
- Gale Lynch, Director, Global Education and International Services, Monroe Community College
- Dr. Deb Rossen-Knill, Associate Professor and Director, Writing, Speaking, and Argument Program, AS&E
- Dr. Tricia Shalka, Assistant Professor, Educational Leadership, Warner School
Inclusive Teaching: Underrepresented Minority Students. Monday, 2/27/2017, 2-3:30 pm, Gamble Room (third floor, Rush Rhees Library)
- Norman Burnett, Assistant Dean and Director, Office of Minority Student Affairs, AS&E
- Sasha Eloi, Academic Program Coordinator, Office of Minority Student Affairs, AS&E
- Dr. Doug Guiffrida, Associate Professor, Counseling & Human Development, Warner School
- Dr. Doug H. Kelley, Assistant Professor, Mechanical Engineering, AS&E
- Dr. Jeff Tucker, Associate Professor, English, AS&E
Inclusive Teaching: Women Students and Gender and Sexual Minority Students. Friday, 3/3/2017, 10-11:30 am, Wilson Commons 121 (next to the Pit; down one level directly below flags in Hirst Lounge)
- Dr. Tanya Bakhmetyeva, Lecturer, Susan B. Anthony Institute for Gender, Sexuality, and Women's Studies and History, AS&E
- Dr. Marie-Joelle Estrada, Lecturer, Clinical and Social Sciences in Psychology, AS&E
- Dr. Rachel Remmel, Instructional Development Specialist, Center for Excellence in Teaching and Learning, AS&E
- Dr. Jeff Runner, Chair and Professor, Linguistics, AS&E
Inclusive Teaching: First Generation Students. Monday, 3/27/2017, 10-11:30 am, Gamble Room (third floor, Rush Rhees Library)
- Dawn Bruner, Director of Parent & Family Relations, Office of the Dean of Students, AS&E
- Dr. Mark Buckley, Assistant Professor, Biomedical Engineering, AS&E
- Melissa Raucci, Academic Advisor, The David T. Kearns Center, AS&E
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.
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.
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 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.
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.
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.
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.
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.