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Each semester, the Faculty Center for Teaching and Learning hosts multiple semester-long interdisciplinary cohorts designed to help innovate or refine teaching techniques and learning activities. Cohorts typically meet four to six times, with participants serving as a learning community for one another. After completing the workshops, participants often produce a final project for inclusion on the Faculty Center website, or an article in Faculty Focus.

Depending on the topic area, participants may receive a $300 to $500 grant from the Faculty Center. Calls for participation are announced in the lead-up to the beginning of fall and spring semesters.

Fall 2019 Programs

Improving Strategies for Teaching and Learning

Course Innovation Project

As teachers, we must adapt our teaching strategies to different classes depending on class size, modality, student readiness, program placement, and many other factors.  For students, their approaches to learning are influenced by a multitude of variables as well, and their study strategies are often inefficient or even maladaptive.  In this workshop series, we will closely examine many factors that influence our approaches to teaching and our students’ approaches to learning, and we will devise strategies to better teach and to help our students better learn.  Additionally, we will identify many research questions for potential SoTL studies related to these topics.

In order to receive the $500 grant, participants must participate in all four cohort meetings, submit a revised assignment that reflects integration of some of the principles we’ll be learning about, and submit a Canvas module with resources and activities that will help your students improve their approaches to learning.

Our meeting times are Tuesdays, 10:00–12:00 on September 10th, October 1st, October 22nd, and November 12th.

We will accept up to ten faculty members. Please register by September 5th at 5 p.m. Notifications of acceptance will be sent on Friday, September 6th.

Downtown Active Learning Spaces

Course Innovation Project

Active learning classrooms (ALCs) are flexible, student-centered spaces that facilitate the use of active learning strategies. Faculty on the downtown campus, where ALCs are the design of choice, may recognize the opportunities and challenges associated with teaching in ALCs. This flipped-format Course Innovation Project will address challenges through four important instructional practices that will be impacted by moving to an ALC: implementation of active learning pedagogies, management of physical space, methods of assessment, and adoption of instructional technologies. We will address these practices with special emphasis on the classroom spaces downtown (e.g., mobile tablet chairs and collaborative platforms like Intel Unite).

To receive the $500 grant, faculty must attend four cohort meetings, develop activities and assessments appropriate for use in an ALC that can be used for their course, and submit a (re)designed lesson plan that could be used in an ALC. The cohort will meet on Thursdays, September 12, October 3, October 24, and November 14 from 10:00 a.m.–12:00 p.m. on the downtown campus.

We will accept up to ten faculty members. Please register by September 5th at 5 p.m. Notifications of acceptance will be sent on Friday, September 6th.

Writing Your Journal Article in 12 Weeks

Faculty Development Cohort

The purpose of this cohort is to enable faculty to produce an article manuscript for submission to an academic journal. It is designed to help participants to make time for research and writing in the midst of their other various professional and personal obligations. It is also designed to help participants make and meet weekly goals. Faculty writers will work over twelve weeks during the spring term to revise an existing piece of writing (conference paper, chapter, unpublished draft, etc.), to identify publishing venues, and to submit the finished product for publication. The workshops will be held on September 11, September 25, October 9, October 23, November 6, and November 20 from 10:00 – 12:00. Participants should be prepared to attend all six face-to-face meetings, to have regular online “check ins” with the workshop group, and, most importantly, to talk about their work with colleagues. Each participant will receive a copy of the Writing Your Journal Article in 12 Weeks book prior to the beginning of the workshop.

Connected Teaching: Relationship, Power, and Mattering in Higher Education

Book Club

This semester, we will be reading Connected Teaching: Relationship, Power, and Mattering in Higher Education (2019) by Harriet L. Schwartz. The book club will meet on Thursdays, noon to 1:00 p.m., from September 12th through November 14th. The first ten faculty to register will receive a free copy of the book.

At a time when many aspects of the faculty role are in question, Harriet Schwartz, the author of Connected Teaching, argues that the role of teachers is as important as ever and is evolving profoundly. She believes the relationships faculty have with individual students and with classes and cohorts are the essential driver of teaching and learning. Inspired by Relational-Cultural Theory, this book encourages teachers to deepen awareness of themselves and the transformative potential of teaching as relational practice.

If you are interested in participating, please send an e-mail to Eric.Main@ucf.edu.