Skip to main content

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. Participants will produce a deliverable appropriate to the focus of the cohort, for instance, a new or revised course component.

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.

Spring 2020 Programs

Active Learning with Role Play

Course Innovation Project

Mondays, 1:30–3:30, 1/13, 2/10, 3/16, 4/6, in CB1-205

The Faculty Center will offer a course re-design opportunity to integrate role-immersion activities to improve student engagement and learning. Faculty will participate in four sessions and work collaboratively to design a significant role-immersion project for a class. This may be a debate assignment, a mock trial, mock U.N., or other serious game designed to embed students more deeply in the subject while enhancing critical thinking and communication skills.  We will also be reading Minds on Fire: How Role-Immersion Games Transform College by Mark C. Carnes (2014). This study is based on interviews with students and faculty who participated in the pedagogical innovation “Reacting to the Past,” which began at Barnard College. Participants will receive a $300 grant upon successful completion of the project.

Please submit your application by noon on Friday, January 10th, 2020. Notifications of acceptance will be sent by 5:00 p.m. on January 10th.

Appealing to the iGeneration: FLIPping Content in a F2F Course

Course Innovation Project

Thursdays, 10:00–12:00, 1/23, 2/13, 3/5, 4/16, in CB1-205

As educators, it is critical to adapt teaching approaches and strategies to meet the needs of changing student populations.  Today’s students are often referred to as the iGeneration; they are digital natives. They not only learn differently than students 10 years ago or 20 years ago, but they also engage in course content through different channels. To reach these learners it is essential to understand the unique set of characteristics this population brings to the classroom. It is also vital to rethink how we deliver content. We will address the characteristics of the iGen with special attention to their learning modalities. We will investigate the four pillars of the FLIPped ideology, how to apply them to your own courses, and key instructional technologies (Lightboard, WACOM, screencasting) that can be used to FLIP intentional content. The culminating project includes a FLIPped lesson and assessment measure.

Participants will receive a $300 grant upon successful completion of the project.

Please submit your application by noon on Friday, January 10th, 2020. Notifications of acceptance will be sent by 5:00 p.m. on January 10th.

Fostering Excellence and Understanding in the Classroom: Strategies for Success for Exchange Faculty and Scholars

Faculty Development Cohort

Wednesdays, 2:30–4:30, 1/15, 2/5, 2/26, 3/18, 4/8, in CB1-205

Navigating in a new culture can be challenging, and even more challenging when you are confronted with varying approaches to teaching and learning. This faculty cohort unpacks the culture behind higher education in the United States, investigates effective teaching practices, such as engagement strategies, active learning, 21st-century skills, and problem and project-based learning. Participants gain an understanding of the nuances of faculty life, from course design to assessment to delivery, all while traversing a new culture. Limited to J1 Scholars and Educators. Non-funded, certificate upon successful completion.

Writing Your STEM Journal Article in 12 Weeks

Faculty Development Cohort

Wednesdays, 10:00–12:00, 1/22, 2/5, 2/19, 3/4, 3/18, 4/1, in CB1-205

The purpose of this cohort is to enable STEM faculty to produce a manuscript for submission to an academic journal. It is designed to foster a community of colleagues that will support participants in making 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 January 22, February 5, February 19, March 4, March 18, and April 1 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.

Please submit your application by noon on Friday, January 10th, 2020. Notifications of acceptance will be sent by 5:00 p.m. on January 10th.

Conversations and Controversies in Higher Education

Reading Club

Tuesdays, 12:30–1:30, 1/21, 2/4, 2/18, 3/17, 3/24, in CB1-207G

This semester we will be reading a series of articles that address current topics like freedom of speech, viewpoint polarization, and the changing role of dialogue in academic settings.

Past Programs

Fall 2019

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.

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.

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.

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.