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Center for Excellence in Teaching and Learning (CETL)

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Center for Excellence in Teaching and Learning (CETL) Peter Diplock Assistant Vice Provost * CETL Mission We facilitate development and implementation of innovative ... – PowerPoint PPT presentation

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Title: Center for Excellence in Teaching and Learning (CETL)


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Center for Excellence in Teaching and Learning
(CETL)
  • Peter Diplock
  • Assistant Vice Provost

3
CETL Mission
  • We facilitate development and implementation of
    innovative academic programs, and effective
    teaching learning strategies across all
    modalities (online, blended, flipped, f2f)
  • We provide the necessary resources and support
    for faculty to become better teachers and for
    students to become more engaged learners
  • We seek to foster a bold and innovative spirit in
    faculty teaching

4
CETL
  • Moving from a stance where excellence in teaching
    and research is viewed as an either/or to one
    where excellence in research and teaching is
    viewed as a both/and
  • Moving from a stance where learning is the
    variable and time and place are constraints, to
    one where learning is the constant and time and
    place are variables
  • Moving from a belief that pedagogy and technology
    are independent to a place where pedagogy and
    technology are seamlessly integrated

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CETL (Shifting Space Time)our students learn
in different ways/our faculty must teach in
different ways
  • Different space Different space
  • Same time Different time
  • (ITV) (online)
  • Same space Same space
  • Same time Different time
  • (face-to-face) (e.g. labs)

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CETL (Shifting Space Time)our students learn
in different ways/our faculty must teach in
different ways
  • Different space Different space
  • Same time Different time
  • (ITV) (online)
  • Same space Same space
  • Same time Different time
  • (face-to-face) (e.g. labs)

7
  • The procedure is actually quite simple. First,
    you arrange things into different groups. Of
    course, one pile may be sufficient depending on
    how much there is to doIt is important not to
    overdo things. That is, it is better to do too
    few things at once than too many. In the short
    run this may not seem important, but
    complications can easily arise. A mistake can be
    expensive as well. At first the whole procedure
    will seem complicated. Soon however, it will
    become just another facet of life

8
Washing Clothes
  • The procedure is actually quite simple. First,
    you arrange things into different groups. Of
    course, one pile may be sufficient depending on
    how much there is to doIt is important not to
    overdo things. That is, it is better to do too
    few things at once than too many. In the short
    run this may not seem important, but
    complications can easily arise. A mistake can be
    expensive as well. At first the whole procedure
    will seem complicated. Soon however, it will
    become just another facet of life
  • (Bransford Johnson, 1972)

9
Organizing Tax Receipts
  • The procedure is actually quite simple. First,
    you arrange things into different groups. Of
    course, one pile may be sufficient depending on
    how much there is to doIt is important not to
    overdo things. That is, it is better to do too
    few things at once than too many. In the short
    run this may not seem important, but
    complications can easily arise. A mistake can be
    expensive as well. At first the whole procedure
    will seem complicated. Soon however, it will
    become just another facet of life
  • (Bransford Johnson, 1972)

10
eCampus
  • Centralized support infrastructure to advance
    quality online education, courses and programs
    developed and taught by UCONN faculty
  • Innovative Graduate online certificates and
    programs
  • Undergraduate high demand/high enrollment online
    courses (mostly summer)
  • Instructional design for online, blended, and
    flipped courses

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Institute for Teaching Learningour students
learn in different ways/our faculty must teach in
different ways
  • Working to enhance teaching and learning
  • Clarifying teaching philosophies
  • Identifying and developing learning outcomes
  • Turning learning outcomes into effective syllabi
  • Varying methods/modalities of teaching
  • Addressing multiple learning styles
  • Promoting civility and facilitating discussions
  • Classroom Management Strategies
  • Increasing student participation and engagement
  • Developing Authentic Assessments and testing
    strategies
  • Formative Teaching Evaluations

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Institute for Teaching Learningour students
learn in different ways/our faculty must teach in
different ways
  • Supporting Effective Teaching Through
  • Financial incentives for teaching and learning
    innovation
  • Teaching Institutes Programs summer winter
    institutes, developing teaching an
    online/blended class flipping your class
    integrating technology
  • Individual Consultation for Improving teaching
  • Faculty-to-Faculty Mentorships
  • Classroom Observations
  • Teaching Enhancement Plans
  • Lunchtime Seminars and Workshops
  • Teaching Awards/Teaching Fellows
  • Weekly Teaching Tips (UCONN Daily Digest,
    Teaching Blog)

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Institute for Teaching Learningour students
learn in different ways/our faculty must teach in
different ways
  • Supporting Effective Teaching Through
  • Educational Technologies
  • HuskyCT (more than 5,000 courses per semester are
    web enhanced)
  • Instructional Resource Center A destination for
    faculty who want to more effectively incorporate
    technology
  • iClickers personal response system for
    collecting formative data
  • Synchronous and asynchronous delivery of course
    content
  • Lecture capture and learning object creation

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Institute for Teaching Learningour students
learn in different ways/our faculty must teach in
different ways
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ITL Student Support
  • Writing (W) Center
  • Austin Building
  • Provided over 4,000 individual tutorials to
    undergraduate students in 2013-2014
  • Quantitative Learning (Q) Center
  • Learning Commons in HBL
  • Served over 11,000 undergraduate students in
    2012-2013

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UCONN Q Center (ITL)
  • Served over 11,000 undergraduate students in
    2012-2013
  • Systemic analysis of high DFW rates in STEM areas
  • Developing asynchronous learning support
    materials
  • ALEKS collaborative

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