CELT works enthusiastically to support teachers in ways that best meet individual needs and circumstances, but our common services are outlined below.
The CELT staff consults with teachers on whatever instructional issues they would like to discuss, including but not limited to course design, classroom management, student engagement, curriculum development, innovative pedagogies, inclusive teaching and learning, and so on. Every CELT consultant teaches classes in their academic fields, so we know what it's like to face challenges in the classroom. We also are involved in national discussions on higher education topics and stay current with the literature on best practices for post-secondary education.
All consultations are confidential. We can work on a one-to-one basis or you can meet with several of our team members if you'd like. We're also available to consult with departments or other academic groups, cohorts, and units. Send us a message to get the ball rolling, and we'll see you soon!
Every semester, the team at CELT offers a variety of workshops on current issues related to teaching, usually as part of our current initiatives. Workshops typically last for 60 minutes, draw from research-based practices, and involve discussion, activities, and take-away resources. They are open to all faculty, staff, instructors, and graduate students. Check CELT's calendar for events this semester, or check our home page for the next several upcoming events. In addition to CELT's programming, specific audiences—working groups, departments, cohorts—have requested workshops or event facilitation to address questions and concerns particular to certain teaching populations.
Mid-Semester Student Feedback
We are happy to offer a mid-semester course feedback service that provides pedagogical insights and opportunities for instructional development based on student feedback. Once an instructor submits a feedback request (see below), we will schedule a time to visit the course in question. We ask for 20 minutes with the students, typically at the end of the class meeting, during which we solicit and record feedback from students regarding strengths of the instruction and suggestions for enhancing student learning. After the visit, we meet with the instructor to review the data and discuss any next steps that the instructor would like to take.
This service is entirely confidential and conducted in response only to the voluntary request of an instructor. All information is kept private and can be used by the instructor however they see fit. We give preference to new faculty (three years or less at UK), but also serve all instructional populations.
CELT is not involved in administering the end-of-semester Teacher Course Evaluations (TCEs), but we are happy to consult with teachers about the interpretation and use of TCE data in future teaching efforts.
Faculty Learning Communities
We believe that the expertise of our faculty is an asset that should be shared for the benefit of the entire institution. One way to do that is through faculty learning communities (FLCs), a collaborative model developed at Miami University Ohio. The organization and activities of FLCs encourage learning, development, trans-disciplinary approaches to problem solving, and community building. They typically consist of eight to twelve faculty, instructors, and/or staff, and are organized by either topic (e.g., large enrollment classes) or cohort (e.g., new faculty in the humanities). FLCs are faculty-led and supported by CELT staff. They meet monthly for a year or longer and end up with some sort of product in the way of resources, findings, reporting, publication, event hosting, etc.
We're open to all ideas for FLC topics and cohorts, and would be happy to discuss FLCs further if you're interested in putting one together.
College and Department Engagement
CELT is committed to the principle that deep, long-term partnerships with academic units (departments, colleges, centers) are the most effective way to help committed faculty bring about lasting change and meaningful practices in teaching and learning. These engagements are typically structured as a semester-long series of activities, but the form ultimately is determined by the needs of the specific audience. If you're in a leadership position and would like to discuss how we can support your faculty and instructors with sustained conversations, activities, and programming about teaching and learning, send us a note!
Partnerships for Scholarly Projects and Grants
The CELT staff are pleased to offer support and expertise to faculty and units on campus that are working on or want to develop a Scholarship of Teaching and Learning (SoTL) project. According to Peter Felton (2013), good practice in SoTL follows "inquiry focused on student learning" that is "grounded in both scholarly and local context[s]." The work must be "methodologically sound" in its balance of discipline-specific approaches with the social science research methods that have become "particularly influential" in our understanding of learning and student development. SoTL work should be pursued "in partnership with students," as well as in good standing with institutional and disciplinary expectations for ethics in research on human subjects. Lastly, good practice in SoTL leads to "going public" (e.g., publication, circulation) in ways that foreground the "iterative and highly contextual" nature of the findings.
CELT also partners with faculty working on grant applications that involve pedagogical components such as workshop or professional development, the creation of learning modules or other training programs, integration of universal design or accessibility in teaching, or the evaluation and assessment of student learning, teaching effectiveness, curricula, or programs.
If you'd like to discuss how we can partner on either a SoTL project or a grant application, send us a message!
CELT brings to campus recognized leaders in higher education who have transformed their own campuses and ignited national conversations with their innovative approaches to higher education. Past speakers and workshop leaders include David Pace and Joan Middendorf from Indiana University, Melissa Marshall from the Pennsylvania State University, Michael Bernstein from Tulane University, and Michael Wesch from Kansas State University. If you'd like to partner on a campus-wide event, whether it involves a speaker or not, let us know!