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Teaching & Learning Day

CELTT showcases exemplary teaching practices, and offers continuing professional development opportunities for faculty and staff. With Teaching & Learning Day, CELTT celebrates the commitment of UB's faculty to sharing best practices, creating enriching classroom environments, and designing innovative courses and programs, face-to-face and online.

Faculty Cohorts

CELTT has supported both year-long and semester-long faculty cohorts, designed to bring together faculty from across programs, schools, and colleges over time to address and improve one or more areas of practice related to teaching, learning, and technology. Though formats vary by topic and length of commitment, each cohort member is expected to develop and test out new strategies aimed at increasing student learning and success, to document their work over time,  and to produce a tangible teaching and learning tool or artifact as a result of participation.

Previous Cohorts

Writing to Learn the Discipline: Upper-Division Undergraduate and Graduate Student Writing
Writing to Learn the Discipline is a one-semester program designed to significantly enhance the capacity of UB faculty to (1) help improve upper-division undergraduate and graduate student writing and (2) use writing as a tool to deepen students’ disciplinary understanding, critical thinking, and efficacy as learners. Participants will collaboratively explore cutting-edge practices in using writing as a tool to deepen learning. These practices include incorporating a variety of discipline-appropriate formats and styles of writing; sequencing assignments including informal, collaborative, research-based, and online writing activities; peer review; and electronic portfolio learning.

Community-Based Learning (CBL)

The CBL cohort is designed to enhance the capacity of UB faculty to develop or improve upon a significant community-based learning component in a fall 2014 course. For the purposes of this cohort, community-based learning is defined as a form of experiential education in which students engage in activities that identify and/or meet community needs, involve sustained critical reflection, and result in the sharing or dissemination of a culminating assignment/work product with community members as well as the faculty member/peers. All three components are intentionally designed to help students achieve desired learning outcomes for the specific course.

Continuous Improvement in Online/Hybrid Courses

This cohort is designed not simply to improve online teaching, but to identify mechanisms that appear to make a difference in improving online student learning. In this cohort, participants will (a) adapt and use self-assessment and peer assessment tools and make identified improvements to their online learning environments, (b) review the literature on best practices in online learning to inform an action project with their own online/hybrid course, (c) use readily available tools to enhance online/hybrid course accessibility, functionality, and clarity, and (d) open their course to peer review from other members of the cohort.

Reading Critically

The Reading Critically cohort is a one-year program designed to significantly enhance the capacity of UB faculty to help students improve in three areas: (1) reading compliance, (2) reading comprehension, and (3) reading for critical analysis. The aim will be to increase the instances and quality of student reading across a variety of disciplines and levels (lower-division undergraduate, upper-division undergraduate, and graduate courses).

Writing to Learn: A Faculty Cohort on Graduate Student Writing

Writing to Learn is a one-year program designed to significantly enhance the capacity of UB faculty to (1) help improve graduate student writing and (2) use writing as a tool to deepen graduate students’ disciplinary understanding, critical thinking, and efficacy as learners. Participants will collaboratively explore cutting-edge practices in using writing as a tool to deepen learning. These practices include incorporating a variety of discipline-appropriate formats and styles of writing; sequencing assignments including informal, collaborative, research-based, and online writing activities; peer review; and electronic portfolio learning.

Student Course Performance and Learning Behaviors

The Faculty Cohort on Student Course Performance and Learning Behaviors was a one-year program designed for faculty to diagnose/analyze students’ course performance and learning behaviors and develop projects that improve both. This cohort was an inquiry-based project where faculty members probed specific issues related to student success in their courses and then experimented with, and assessed the impact of, new pedagogies or other interventions in concert with colleagues. The 2013-2014 Faculty Cohort on Community-Based Learning was a one-year program designed to significantly enhance the capacity of UB faculty to integrate a new, significant community-based learning component into a new or existing course. No knowledge of or experience with community-based learning was required. The cohort drew on national best practices in community-based learning as well as insights from faculty colleagues at UB.

Community-​Based Learning

The 2013-2014 Faculty Cohort on Community-Based Learning was a one-year program designed to significantly enhance the capacity of UB faculty to integrate a new, significant community-based learning component into a new or existing course. No knowledge of or experience with community-based learning was required. The cohort drew on national best practices in community-based learning as well as insights from faculty colleagues at UB.

New Faculty Orientation

Each August, CELTT organizes a campus-wide new faculty orientation designed to provide new faculty with

  • An opportunity to build community with colleagues at the University and with each other,
  • Key information and resources to help you have a productive first semester teaching at UB, and
  • A chance to learn more about Baltimore, UB, and UB students.

The 2016 New Faculty Orientation took place on August 15-17, 2016. This year's New Faculty Orientation also included professional development opportunities and workshops for all UB faculty and a separate Adjunct Faculty Orientation held in the evening.

 

 

 

Last Published 10/17/16