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Center for Teaching and Learning

The University of Delaware has a strong commitment to student and faculty engagement and support in effective teaching. In 1975, the Faculty Senate established the Center for Teaching and Learning (CTL) which promotes the enhancement of learning and teaching at the University. CTL and the Office of Educational Assessment (OEA) have been joined programmatically under the new title: Center for Teaching & Assessment of Learning (CTAL).

CTL's primary goals are:

  • Support the instructional improvement efforts of UD's teaching community.
  • Facilitate the implementation of programs and activities that enrich and improve teaching and learning.
  • Promote active engagement and innovation in teaching and learning.
  • Cultivate an institutional climate that values, rewards, sustains and renews excellence in teaching and learning.
  • Serve as a clearinghouse on teaching and learning in higher education.

CTL supports faculty, administrators, graduate students, and staff in their instructional activities and provides a range of instructional services to help all members of UD's teaching community enhance the teaching and learning process.

 

The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions (4th Edition)

Author: 
Seldin, Peter, J. Elizabeth Miller, & Clement A. Seldin

This text outlines - in helpful detail - all facets of developing a teaching portfolio. The new fourth edition has added profiles of campuses and their use of portfolios.

The book is immensely useful for anyone interested in documenting and improving teaching practice, new faculty, graduate students, and faculty seeking promotion and tenure.

First Friday Roundtable: Documenting Teaching Effectiveness

Due to Spring Break, April's First Friday Roundtable will be held April 11th from 3:30-5pm. During this session, participants will identify reasons for documenting teaching, explore methods for gathering, reflecting, and receiving feedback on teaching artifacts, and investigate what is learned from various kinds of evidence.

 

Faculty and graduate students please register to join the conversation.

 

The First Friday Roundtables are designed and sponsored through a collaboration between Academic Technology Services, the Center for Teaching and Assessment of Learning, and the Institute for Transforming Undergraduate Education.

 

We welcome Dr. Cheryl Richardson to CTAL

We are pleased to welcome Dr. Cheryl Richardson who has been hired as the Assistant Director of CTAL.  Please feel free to drop by the center in room 212 Gore Hall to meet Cheryl and welcome her to UD.

To request a private teaching consultation with Cheryl please email her at cherylrr@udel.edu.   For matters related to educational assessment, please contact Kathy Pusecker at klp@udel.edu. For other teaching, learning, and assessment business, please contact us at CTAL-info@udel.edu or call 302-831-2027.

The Teaching Professor: Helping Students More Accurately Assess Their Performance

In The Teaching Professor (May '13 issue), Maryellen Weimer discusses the problem of students overestimating their classroom performance, and proposes strategies to help students assess their performance more accurately.

Other articles include: 

  • A Grade Forecasting Strategy
  • Observations About Questioning
  • Student Engagement: Does It Always Improve Learning? 
  • Testing: Extent, Attitudes, and Other Interesting Information.
  • The Power of We
  • Thinking About Writing Assignments Developmentally

CTAL and the University of Delaware Libraries are pleased to cost-share a group online subscription to The Teaching Professor, a national newsletter on college teaching, edited by Dr. Maryellen Weimer of Penn State Berks, national expert and higher education author.

To access the Teaching Professor Archive Click Here.

The Teaching Professor: Less Teaching and More Learning?

In The Teaching Professor (April '13 issue), Maryellen Weimer discusses results of a recent study demonstrating that students learn more in a biology course focusing on depth, rather than breadth, of learning.

Other articles include:

  • Assessing Team Members
  • Can a Capstone Course Try to Accomplish Too Much? 
  • Does Discussion Make a Difference? 
  • Is It Good Advice? 
  • Keeping Students On Board with Concept Maps
  • Plagarism: An Interesting Disconnect
  • Reflective Writing: A Follow-Up

CTAL and the University of Delaware Libraries are pleased to cost-share a group online subscription to The Teaching Professor, a national newsletter on college teaching, edited by Dr. Maryellen Weimer of Penn State Berks, national expert and higher education author.

To access the Teaching Professor Archive Click Here.

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