91¿´Æ¬

We do this by…

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  Advancing campus-wide strategic goals in the domains of pedagogy, inclusive praxis,ÌýSoTL, faculty development, and educational technology.ÌýÌý

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  Designing, implementingÌýand assessingÌýcutting-edge signature programs including workshops, institutes, Faculty Learning Communities, programs, teaching development initiatives, and instructional design supports responsible to the emerging demands of the educational landscape.ÌýÌý

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  AdvancingÌýlocal and national conversations on evidenced-informed best practices through scholarly works and novel, open-access synchronous and asynchronous resources.Ìý

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  Fostering andÌýnurturingÌýongoing and sustainable collaborative relationships among diverse stakeholders (i.e. colleges, departments, units, and other).ÌýÌý

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  Educational technology software management and responsive pedagogical support.ÌýÌý

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  ProvidingÌýexpertise on best practices to foster innovation, Universal Design for Learning, and equal access in the classroom.Ìý

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  Acting as a catalyst for positive change in transformative inclusive teaching practices.ÌýÌý

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  Leveraging instructional design expertise in metacognitive processes for teaching and learning to co-develop curriculum, course design, classroom management, and assessment.Ìý

Faculty Learning Outcomes

Faculty will make progress toward:

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• Developing a sense of community and belonging with colleaguesÌý
• Becoming effective teaching and learning leaders and change agents at 91¿´Æ¬

Teacher-Scholar

• Engaging with a community of teacher-scholars, contributing to the culture of scholarship of teaching and learning at 91¿´Æ¬, and serving as teacher-scholar advocates in their unitÌý
• Exploration in advancing new ways of understanding and evaluating student learningÌý
• Transforming and integrating scholarly teaching, subject matter expertise and research, into the systematic inquiry and application of scholarship of teaching and learning

Course Design

• Intentionally design a course in which all of the components (outcomes, assessments, and activities) align with each other to result in important and lasting learning for students.
• Intentionally choose and effectively utilize Canvas, e-portfolios, and other ed-tech tools Implement teaching practices that promote student learning and engagement.
• Design courses that reflect key principles of Universal Design for Learning (UDL) and inclusive pedagogies.

Inclusive Excellence

• Recognizing assumptions, stereotypes, and biases in the learning environment as a result of reflexive practices and student feedback.Ìý
• Adapting course content, activities, and assessments during the academic term to be responsive and accessible to all student needs.Ìý
• Facilitating inclusive opportunities for the expression of cultural and social identities

Assessment

• Create clear, specific, measurable and transparent learning outcomes.Ìý
• Evaluate and use assessment data for decision making.