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 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.
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.