The University of Texas at Austin Center for Teaching Effectiveness Main Building 2200 (G2100), The University of Texas at Austin,Austin, TX 78712-1111 Marilla Svinicki, Director; Karron Lewis, Asst. Director (512) 471-1488 The University of Texas at Austin is a public, Carnegie-classification Research University I with about 2500 FTE faculty; 3000 TAs, 48,000 undergrads, and 10,500 grad students. The Center for Teaching Effectiveness (CTE) was established in the fall of 1973 at the request of the Faculty Senate. It is a line-item in the University’s budget, funded by state appropriations. CTE reports to the Executive VP and Provost for its faculty programs and to the VP and Dean of Graduate Studies for programs involving the graduate TAs. It is organized into four units: the faculty program, the TA program, the ITA program, and the general administrative functions. Permanent staff include a Director (100%), Asst. Director (100%), Faculty Program Coordinator (100%), ITA Program Coordinator (100%), Assistant Coordinator of ITA Program (25%), Conference Coordinator (100%), Media Specialist (25%), and Administrative Assistant (100%), plus work study students as clerical assistants. Our staff expands as we have research grants to fund other positions. The non-salary budget is $7,400 plus another $22,000 for the ITA program. This is supplemented by regular appropriations from the President’s budget for special programs. CTE’s overall goal is to have classes at UT taught using the best available information about teaching and learning. The following activities are illustrative of our programs. Consultation: The consultation process involves class visits, review of assignments, reading materials, exams, collection of student feedback, videotaping where appropriate, and an array of other activities designed to create a portrait of the individual’s classes. This service is available to faculty and TAs. New Faculty Seminar: This three-day pre-fall seminar allows new faculty to meet students and experienced faculty and hear their impressions of UT. Other sessions review course design, syllabus construction, various teaching methods, tenure procedures and life at UT in general Experienced Faculty Conference: Run like a professional conference, this mid-year two-day activity highlights innovative ideas for teaching which are being tried on this campus as well as having some basic sessions on teaching in general. The primary theme of this conference changes each year to reflect "hot" topics. 398T Course Support: 398T is taught in each department to prepare grad students for their TA responsibilities and teaching careers in general. We offer a summer workshop for 398T instructors to give them ideas about its content and to demonstrate some critical components. We provide support materials for instructors, offer specialized workshops for the courses, and coordinate TA videotaping and critiquing. ITA Program: State law mandates the monitoring of the English proficiency of the teaching staff. We oversee the assessment, conduct a 3-day orientation and teach a course in teaching skills and communication for International Teaching Assistants. Materials production and distribution: CTE produces written materials in support of teaching, including a newsletter, handouts and handbooks focusing on specific teaching situations. The University of California at Berkeley Graduate Student Instructor (GSI) Teaching and Resource Center 301 Sproul Hall, University of California at Berkeley, Berkeley, CA 94720 Jacqueline Mintz, Director; Sharon Waller, Assistant Director; (510)642-4456; fax (510)643-1524; e-mail: Our website, which is currently under construction, can be located at http://www.grad.berkeley.edu/grad/ The University of California at Berkeley is a public, Carnegie-classification Re- search University I with approximately 1400 FTE faculty, 1865 Graduate Student Instructors (GSIs), 20,600 undergraduates, and 8400 graduate students. The GSI Teaching and Resource Center was established in 1989 and is part of the Graduate Division. Permanent staff includes a Director (100%, non-senate aca- demic position), an Assistant Director and Coordinator of the International GSI (IGSI) program (100% non-academic position), an IGSI Testing Coordinator and Instructional Developer (100%, non-academic position), a lecturer for the IGSI program (50-85%, non-senate academic position), 2 Administrative Assistants (100%), and one Administrative Assistant (80%). Non-permanent staff includes 1-2 Graduate Student Researchers/Campuswide Consultants (50% time) and, as need- ed, work study students. The center is funded by state appropriations. A separate office, The Office of Educational Development (OED), is responsible for faculty development. The Graduate Student Instructor (GSI) Teaching and Resource Center is an aca- demic unit within the Graduate Division that is mandated to provide pedagogical support and guidance for Graduate Student Instructors (GSIs). We offer the fol- lowing programs: Orientation Conferences: The center sponsors annually a fall and spring orienta- tion conference to prepare GSIs for teaching. The fall orientation conference con- sists of two full days. The first day is designed specifically for International GSIs; the second day is devoted to the teaching preparation of all GSIs. The spring con- ference consists of a full day program for all GSIs. Workshops: FORUM workshops highlight specific teaching issues of interest to all GSIs and are offered three or four times throughout the semester. The following topics have been addressed in recent workshops: Teaching Students to Read Critically, Reflexive Pedagogy, Leading Effective Discussion Sections, Developing a Teaching Portfolio, Motivating Students, and Instructional Uses of Technology. Grants: Course Improvement Grants of up to $300 provide funding for GSIs to undertake projects that enhance instruction and increase teaching effectiveness. Grants have been used to fund guest speakers, to take students to museum exhibi- tions or theater performances, to rent or purchase videos, and to purchase instruc- tional materials that are not a standard part of a course. GSI Departmental Grants are available to provide support for departmental programs that prepare GSIs for teaching. Grants are typically used to establish or enhance 300-level pedagogy seminars for GSIs, to support a video consultation program for GSI teaching development, or to prepare or revise handbooks and oth- er pedagogical materials. Faculty Seminar: The center runs an annual three afternoon seminar for up to 20 faculty. This seminar focuses on how to teach effectively with GSIs and how to enhance faculty-GSI collaboration. Language Proficiency Program: The Language Proficiency Program oversees the testing of oral English proficiency for International GSIs and offers courses for prospective and current International GSIs. Courses focus on oral English profi- ciency, cross-cultural communication, and teaching within the U.S. American uni- versity classroom. Consultation is also available to individual International GSIs. Consultation: Consultation and advising with experienced campuswide consultants is available to departments and to individual GSIs. Video consultations are also available to GSIs who would like to be taped in the classroom and receive feed- back on their teaching. Video consultation is confidential and is designed to help GSIs work toward developing their individual strengths as teachers. Library: Books, articles, videos, and other reference materials that address both practical and theoretical issues in teaching are available at the center. Awards: The center sponsors annually both the Outstanding Graduate Student Instructor Award and the Teaching Effectiveness Award. The Teaching Effective- ness Award recognizes and rewards GSIs who devise solutions to teaching or learning problems they have identified in their classes. Winning entries are pub- lished and distributed campuswide. Brigham Young University Faculty Center Brigham Young University, 167 HGB, Provo UT 84602 David Whetten, Director, (801)378-6400, (801)378-5976, d_whetten@byu.edu Russell Osguthorpe, Associate Director, (801)378-6832, (801)378-5976, russ_osguthorpe@byu.edu D. Lynn Sorenson, Assistant Director, (801)378-7420, (801)378-5976, lynn_sorenson@byu.edu Louise Illes, Assistant Director, (801)378-5845, (801)378-5976, louise_illes@byu.edu Jane Birch, Program Coordinator, (801)378-4008, (801)378-5976, jane_birch@byu.edu Web site: http://www.byu.edu/tmcbucs/fc/fc.htm Brigham Young University is a private university, owned and operated by the Church of Jesus Christ of Latter-Day Saints. It is a Carnegie-classification Research II university with 1800 FTE faculty, 300 part-time faculty, 27,000 undergraduates, and 3,000 graduate students. The Faculty Center was created in 1992. It reports to the Academic Vice-President through the Associate Academic Vice-President. Staff consists of a director and an associate director (rotating, tenured, part-time faculty); three professional administrator FTE's; a full-time secretary; and 4-7 part-time student employees. The non-salary budget is $43,000 plus $36,000 for curriculum development grants and $16,000 for teaching partnerships. Brigham Young University also offers support for faculty and TA's through Writing-Across- the-Curriculum, Media Services (tutorials/workshops for faculty), University Computing Services (tutorials/workshops for faculty), and other means. The purpose of the BYU Faculty Center is to improve teaching, scholarship, service, and collegiality among those who teach at Brigham Young University. The Center's primary emphasis is the vigorous support of teaching improvement and the quality of instruction. It also supports scholarship. Since service to the university, church, and community is a professional obligation and contributes directly to the quality of both teaching and research, the Center also advocates helpful policies and practices in this area. Priorities for 1997: * Enhance the performance of faculty as effective teachers and scholars. * Address the special needs of new faculty, mid-career faculty, and part-time faculty. * Support faculty in their efforts to combine intellectual effort and religious faith. * Strengthen the shared sense of community among faculty, staff, students, and administration through increased communication, cooperation, and collegiality. * Provide administrative skill development for new academic administrators, especially department chairs. * Improve processes for faculty evaluation, recognition, and rewards. * Foster more effective use of instructional technology to enhance teaching and learning. * Assist departments and colleges in their efforts to continuously improve curriculum. * Improve coordination among those who provide faculty development services. * Improve classroom assessment and evaluation. The BYU Faculty Center offers a number of resources to foster better teaching and more learning. The following are some of the more frequently used programs: Classroom Student Observer Program: The Classroom Student Observer Program provides an opportunity for faculty members to receive feedback on their teaching from students who are trained in observation techniques and who have high interest in the teaching and learning process. Trained students from this program are invited by instructors to observe their class(es), gather data, and share feedback and ideas on classroom activities and courses. Faculty members can also have their classes videotaped for later viewing to critique alone and/or with a student observer. This program helps instructors improve their teaching and have a better sense of the learning process in their classroom. Instructional Development & Evaluation Assessment (IDEA): The IDEA evaluation system features a special in-depth course evaluation instrument designed to provide instructors with feedback tailored to the particular objectives of each class. Teaching Partnership Program: This program supports trios consisting of a senior faculty member, a junior faculty member, and a doctoral student. Members of each trio work together to improve their teaching skills. Activities may include visiting each other's classes, sharing materials, and engaging in regular discussions concerning quality teaching, syllabi, class assignments, tests, papers, grading, and other issues related to instruction. Teachnet: Teachnet is an electronic listserv for BYU faculty members interested in exchanging information and ideas about teaching. Publications and other materials: Some of the Faculty Center's publications include Focus on Faculty, a quarterly newsletter; A Handbook for TA Supervisors; Faculty Resource Guide; Questions and Answers for Teaching Assistants (QATA); Best Practices for Department Chairs; and Planning Your Course: A Decision Guide. The Faculty Center has also produced four videos. In addition, the Faculty Center has a library of books, journals, article reprints, periodicals, audio cassettes, and video tapes available for faculty members to check out. The University of Tennessee at Chattanooga Grayson H. Walker Teaching Resource Center Address: The University of Tennessee at Chattanooga, 401 Hunter, 615 McCallie Ave., Chattanooga, TN 37403 Contact Person: Karen I. Adsit, EdD, Director, 423.755-4026, 423.755-4025 (fax), E-mail: Karen-Adsit@utc.edu Web Address: http://www.utc.edu/Teaching-Resource-Center/ The University of Tennessee at Chattanooga is a public, Carnegie classification Masters I institution with 302 FTE faculty, 94 FTE part-time faculty, 5976 FTE undergraduate students, and 633 FTE graduate students. The Walker Teaching Resource Center (WTRC) was established in 1996 upon request from the Faculty Council. The first two years of funding was provided by a grant. The Center is scheduled to go to the state appropriated budget beginning in fiscal year 1998. WTRC personnel report directly to the Provost who is also the Vice Chancellor for Academic Affairs. The WTRC works with faculty and other educators throughout the region to improve learning, teaching, and the integration of technology into educational programming. Permanent staff include a Director (100%, non-tenure track clinical associate professor) and a Secretary (100%). Work study and graduate students are also employed as lab assistants and in clerical functions. The non-salary budget is $50,000. This is supplemented by grant and other state-appropriated funds for occasional equipment purchases. The following activities constitute the major thrusts of our program. Teaching, Learning & Technology Seminar Series: Four to six seminars and workshops each semester (including summer) on a variety of topics. In addition, maintain a web site for all teaching, learning, and technology seminars offered in person and design and productionof on-line "virtual" workshops. Consultation: Classroom visits, curricula materials review, portfolios review, videotape review, teaching evaluation, etc. available to full- and part-time faculty upon request. Consultation on other topics as requested, including media development and production, software evaluation and implementation, software use, educational technology grants. CECA CCI Faculty Laboratory (Multimedia materials development and production): Design, development and production of multimedia; instructional design assistance. Management of Faculty Laboratory for production of educational materials. Instructional Excellence Retreat: Summer retreat (2 days) on teaching and learning topics. The theme of the conference (and the presenters) change each year. Instructional Excellence Committee: Staff support and consultation to the Provost Office Instructional Excellence Committee, whose mission it is to provide an enviornment to improve teaching and learning on campus. Classroom Technology Committee: Staff support to the Faculty Council Classroom Technology committee, whose mission it is to provide a vehicle for input into the design and integration of technologies into the classroom environment. WTRC Resource Database: Build and maintain a database of library and WTRC resources on teaching. learning & technology. Media Resources: Manage the campus audiovisual support office. Plan for classroom technology and implement support services related to classroom technology. Notes: New Faculty Orientation is coordinated through the Office of Undergraduate Programs. Faculty development grants are awarded through both the Center of Excellence in Computer Applications and the Instructional Excellence Committee. There are no teaching or graduate assistants on campus at this time. The Colorado College Crown-Tapper Teaching and Learning Center Tutt Library, 1021 N. Cascade Avenue Colorado College, Colorado Springs, CO 80903 Professor Robert Lee, Director. Matthew Hart, Paraprofessional. http://www.cc.colorado.edu/TLC/ The Colorado College is a private liberal arts college at the foot of Pikes Peak, with about 150 full-time faculty and approximately 1900 undergraduate students. The Teaching and Learning Center, created through gifts of the Crown-Tapper family and Edith Gaylord Harper, opened in the fall of 1996. It seeks to reinforce the central mission of the college, which is the education of undergraduates. The director is recruited from full-time faculty on a yearly basis, and his/her teaching load is diminished to compensate for TLC administrative duties. The director reports to the Dean of the College and looks to a Steering Committee of faculty and administrators for additional advice. A full-time paraprofessional oversees day-to-day operation, provides technical consultation, and coordinates the program. The center's annual budget, supported by the Gaylord grant, is $70,000. The main goal of the TLC is to assist faculty achieve teaching excellence. To this end, it offers the following programs: Luncheon Series: the TLC hosts a monthly luncheon program with discussions lead by faculty members and centered on teaching and pedagogy issues. These are meant to foster critical thinking of classroom technique, offer new approaches, and create open dialogue and conversation across the campus about what happens in the classroom. Adjacent to this program, the TLC also hosts a monthly luncheon series focused on first year faculty; this series addresses issues specific to new faculty members. New Faculty Workshop: this workshop runs for five days during the last week of Winter Break; it utilizes "microteaching" techniques to recreate teaching environments and foster peer review. Senior staff supervise and offer advice. Development Blocks: because Colorado College operates on a system where faculty teach one course at a time for three and a half weeks, development release time is distributed according to "blocks off." Starting in 1997-1998, the TLC offers two development blocks per year earmarked for teaching development. Technology Honoraria: these are for faculty pursuing new uses of technology in the classroom. These are meant to encourage the integration of information technology into the classroom, and the guidelines encourage experimental usage. Workshops and Seminars: the TLC brings in visiting specialists for workshops and seminars on subjects such as collaborative teaching/learning, technology in the classroom, and learning styles. Intra-college resources are also tapped. Computer Workshops: the TLC hosts an ongoing series of workshops on computer applications and information literacy, including research on the web, Web publishing, new e-mail clients, Microsoft Office, and Windows 95. These are administered by the Academic Technical Specialists and the Academic Librarians. Resources: the TLC also provides a wide range of teaching resources that are always available for use, including a high-quality computer lab, a "smart" classroom, and an ongoing collection of books and articles centered on teaching, learning, and technology. Many of these books are reviewed by faculty or distributed to faculty upon request. Dalhousie University Program Description Office of Instructional Development and Technology Dalhousie University, Halifax, N.S. B3H 3J5, Canada W. Alan Wright, Executive Director, (902) 494-1622, (902) 494-2063, WAWRIGHT@DAL.CA http://www.dal.ca/~oidt/oidt.html Dalhousie University is a public university with 800 faculty, 9300 undergraduate students, and 1700 graduate students. Its seven Faculties include: Arts and Social Science, Science, Health Professions, Management, Dentistry, Medicine, and Law. Program/Personnel Information The Office of Instructional Development and Technology (OIDT) was founded in 1989 with a broad mandate to support and initiate activities, which improve teaching and learning at the university. The Executive Director of OIDT reports to the Vice-President of Academic and Research. In addition to the Executive Director (100%), permanent staff include: a Research and Program Coordinator (80%), a Distributed Learning Coordinator (50%, shared with another department), and an Administrative Assistant (100%). Each year, 2 to 3 students are employed part-time as clerical assistants. The Executive Director also oversees Instructional Media Services (Audio-Visual, Photography, Graphics, and the Learning Resource Centre). These units are staffed by a combination of permanent and student employees. From time-to-time, the OIDT staff includes a faculty associate on educational leave from his/her department. Funded as a line-item in the University’s budget, the program also generates cost-recovery funds through the sale of publications and through registration fees for faculty development events paid by participants from outside Dalhousie University. Program Goals and Activities The OIDT provides initiative, leadership, and coordination to encourage improved teaching and learning at Dalhousie, as well as improved instructional technology and audio-visual resources and services. Since its inception, the OIDT has presented over 100 workshops on topics of interest to the Dalhousie community and beyond. OIDT publications include: Recording Teaching Accomplishment: A Dalhousie Guide to the Teaching Dossier, University Teaching and Learning: An Instructional Resource Guide for Teaching Assistants at Dalhousie University, Learning Through Writing: A Compendium of Assignments and Techniques, and a regular bulletin on instructional issues, FOCUS on University Teaching and Learning. Other Activities: An annual Orientation for new faculty at Dalhousie Annual 3-day Dalhousie Conference on University Teaching and Learning An Orientation Session and workshop series for graduate teaching assistants Annual 5-day Recording Teaching Accomplishment Institute Cooperation with groups at Dalhousie to organize workshops Host of the 1991 Conference of the Society for Teaching and Learning in Higher Education Training and support for the use of educational technology (in both on-campus and distance education settings) Research in the areas of higher education and faculty development East Tennessee State University Teaching and Learning Center 902 W. Maple Street, Box 70353, Johnson City, Tennessee 37614-0353 Norma MacRae, Director; Jane Melendez, Assistant Director (423) 439-8300 FAX (423) 439-8355 Visit ETSU -- http://www.etsu-tn.edu e-mail:teachctr@access.etsu-tn.edu East Tennessee State University is a public university, accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1856 Southern Lane, Decatur, Georgia, Telephone 404-679-4501) to award certificate, associate, bachelor’s, master’s educational specialist, doctor of education, Ph.D., and M.D. degrees. The university has 1,876 full and part-time employees, 712 of whom are faculty (full and part-time). There are 8071 FTE undergraduate students, 1131 graduate students, 248 medical students and 224 medical residents. Carnegie Category: Masters I. The Teaching and Learning Center was established in 1995 as a joint effort between the Faculty Senate and the ETSU administration. The center is funded through state appropriations. TLC reports directly to the Vice President for Academic Affairs and the Faculty Senate. Staff includes a full-time director, part-time assistant director, a full-time secretary and four academic performance scholarship students. The non-salary budget is $20,000. The TLC at ETSU is one part of the university’s commitment to continuous improvement. The TLC serves two main areas: faculty’s professional development and improvement of instruction. The specific purposes of the TLC are: * Provide opportunities for collegial exchange, instructional support, consultation, and professional development * Provide identification of and coordination of resources * Provide greater visibility for resources and support available to faculty * Provide effective leadership in planning, oversight, and assessment of university faculty improvement activities * Serve as clearinghouse for present and future teaching and learning activities The TLC’s ongoing activities include a new faculty seminar, video conferences, and quarterly newsletters. The TLC also provides software training workshops for faculty and staff in conjunction with the Academic Technology Lab. Holyoke Community College Professional Development Center A270, Holyoke Community College, 303 Homestead Ave., Holyoke, MA 01040-1099 Murray Schuman, Dean, Social Sciences & Chair, Professional Development Committee Hal Portner, Consultant to the Professional Development Committee WWW: N/A (In process of Development) Holyoke Community College is a public two-year community with approximately 210 FTE faculty, 3,450 Day Division students, and 1,710 Division of Continuing Education students enrolled in credit-bearing courses. The Professional Development Committee was established in 1990 as an ad hoc committee of the Office of Academic Affairs. The HCC Professional Development "Center" is the aggregate of the Committee’s activities and resources rather than any specific physical space. Membership on the Committee is voluntary and fulfills faculty contractual requirements for college service. Committee membership represents all academic divisions, student support areas, development and planning office, and library staff. It meets monthly and functions through a variety of sub-committees which meet as necessary. A part-time (25%) consultant for professional development provides advice and support to the Committee and Center, and develops and implements special projects. The mission of the Professional Development Committee is to plan, implement, coordinate and evaluate programs which contribute to staff’s increased ability to respond to the primary mission of the college: the education of students. To carry out its mission, the Committee organizes and implements such activities as the following. BOOM!: This is a semi-annual, in house mini-journal, supporting the professional growth of faculty and professional staff by publishing articles concerned with the improvement of teaching and learning, and by reviewing resources available in the College’s Professional Development Center Library. Professional Development Center Library: The College dedicates a room in its library to professional development. The room houses a collection of periodicals; subject-specific books; a variety of publications dealing with higher education issues; files of pertinent research, reports and transcripts; and a series of video taped discussions and examples of educational issues and teaching strategies. Faculty Professional Development Day: An annual conference is held in the early spring focusing at times on single-topic teaching and learning issues common to all the College’s faculty and professional staff, and at other times on innovative teaching strategies presented by faculty for their colleagues. Mentor Program: Newly hired faculty members have the opportunity to interact regularly during their first few semesters with experienced faculty who have been especially selected and trained for the responsibility. IPDP: Faculty, professional staff and administration may participate alone or with a colleague in a structured Individualized Professional Development Process which is designed to generate a plan to address an the individual’s self-identified needs and interests. Sharing Our Skills and Interests: Faculty and professional staff members conduct "fireside chat" and "brown-bag" luncheon presentations or discussions for interested colleagues on topics that involve their professional or general expertise. These activities also provide an opportunity for groups to discuss issues of common interest on an ongoing basis. Illinois Wesleyan University Andrew W. Mellon Center for Faculty and Curriculum Development Illinois Wesleyan University, Box 2900, Bloomington, IL 61702-2900 Mona J. Gardner, Associate Dean of Faculty, 309-556-3760 (Phone), 309-556-3411, mgardner@titan.iwu.edu WWW Information http://www.iwu.edu/melloncenter/ Quick Reference Institutional Information Illinois Wesleyan University is a private Carnegie-classified Baccalaureate I (Liberal Arts) institution with approximately 167 full-time faculty, 65 part-time faculty, and 1,900 undergraduate students. The University does not offer graduate programs. Program Information The Mellon Center was founded in Fall 1995. The Associate Dean of Faculty directs the Center; she reports to the Provost and is advised by a faculty committee. The Associate Dean is a full-time administrator (whose duties include more than directing the Mellon Center) selected from among the tenured faculty for a term of three years, renewable once. Also housed in the Center are offices for one full-time secretary and the Directors of the General Education, May Term, and the Gateway Colloquium (first-year writing and discussion) programs. These Directors are tenured or tenure-track members of the faculty with 1/3- to 1/2- release time from teaching. Like the Associate Dean, they are on rotating appointments. In this initial period, the Center has been funded from a combination of internal and external sources. Funds are available to support the IWU facultyís professional travel, scholarly and artistic projects, and curriculum and teaching development initiatives. Program Goals and Activities The Centers aims are perhaps best described in the mission statement developed by the Mellon Center Advisory Committee: The purpose of the Mellon Center is to provide the facilities, programs, and resources necessary to support the Illinois Wesleyan University faculty's work as teachers, scholars, and curriculum developers. Operating independently, apart from any evaluation system, the Center promotes self-reflection and the sharing of views and experiences among faculty, particularly on the theory and practice of teaching, course development, and academic program design. The Center seeks to achieve its purpose by providing the following services and programs. Technology and Pedagogy Workshops and Resources * a microcomputer laboratory supporting both PC and Macintosh platforms, with scanners, a quick-take camera, a color laser printer, and software appropriate for multimedia projects * a workshop series to assist faculty in developing new applications of technology inside and outside the classroom * knowledgeable student assistants to help faculty design and construct Web pages for their teaching and professional work * lteaching, pedagogy, and course development seminars, featuring leaders from on- and off-campus. Financial Support * lcourse and program development grants for individual faculty members and groups of faculty * grants for individuals’ artistic and scholarly development projects leading to publication, exhibition, or performance * travel support for faculty attending and participating in national or regional conferences related to teaching or scholarly research. Communication * informal discussions of classroom practice and experiences * a newsletter with articles on teaching conferences, curriculum development, and information technology issues of current concern to the IWU faculty * a listserv for faculty e-mail conversations about any aspect of faculty work * formal and informal orientation programs for first-year faculty * a Website focusing on the Center’s activities with links to other teaching and faculty resources inside and outside the University. Information Resources * sources of information on issues, initiatives, and trends related to college teaching and the undergraduate curriculum nationally * repository for syllabi and sample assignments, including General Education and May Term courses * a library of books, monographs, newsletters, films, and periodicals on teaching and curriculum development Other other programs or services responsive to faculty needs and requests. Illinois State University Center for the Advancement of Teaching (CAT) 107 ITS, Box 6370, Illinois State University, Normal, IL 61790-6370 Kathleen McKinney, Coordinator (309-438-5943; cat@ilstu.edu) Illinois State University is a public, Doctoral I institution with about 17,000 undergraduates, 2,600 graduate students, and almost 800 full time faculty. The Center for the Advancement of Teaching is a new unit. A planning committee worked on the program in 1995-1996, funding became available for fiscal year 1997, and the Center opened in July of 1996. The Center is located, organizationally, in the Office of the Provost/Academic Affairs; we report directly to the Assistant to the Provost. Our staff includes a 75-100 percent time Coordinator (faculty member), a full-time civil service administrative assistant, one graduate student, and 3-5 one-quarter time faculty center associates. In addition, the University Teaching Committee serves as our Advisory Board. We are funded by state appropriated funds, but plan to obtain additional funds via fundraising through our Development Office and external funding sources. In addition to providing extensive programming, we support the efforts of many colleges and departments. Furthermore, Instructional Technology Services provides training for faculty and Graduate Students in the area of instructional technology. Services related to faculty development in the area of research are housed in the University Research Office or College offices. Our mission is to "serve the entire instructional community at Illinois State, including graduate students and those with temporary teaching assignments" as we offer "support for individual instructors; and promote a community of teacher-scholars, wherein views, experiences, and research about the theory and practice of pedagogy are shared." We offer many services, programs and activities including a website (http://www.ilstu.edu/depts/CAT), several listservs, a newsletter (the CATalyst), an annual multi-day university-wide teaching workshop, a resource library, five or more semester events (panels, workshops, discussion groups) on pedagogy, a Teaching Resources Group (TRG; about 25 faculty volunteers who have expertise in certain areas of teaching and are willing to assist other faculty on campus), an individual consultation program (including classroom observation, videotaping, discussion of evaluations), and funding opportunities for faculty (research on pedagogy, special classroom projects, travel to teaching conferences/workshops, projects connecting research with teaching, planning and implementing teaching conferences at ISU). We plan to expand our services in our second year of operation! University of Iowa PROGRAM NAME INFORMATION Center for Teaching, 207 IMU, University of Iowa, Iowa City, IA 52242 Tom Rocklin, Director, 319/335-0757, (fax) 319/335-0828, teaching@uiowa.edu WWW INFORMATION http://www.uiowa.edu:80/~centeach/index.html QUICK REFERENCE INSTITUTIONAL INFORMATION University of Iowa Research I Public full-time faculty : 1,737 part-time faculty: 1,100 FTE undergraduate students: 21,161 graduate students 6,436 PROGRAM INFORMATION The Center for Teaching began in 1996 and is under the Office of the Provost. Staff consists of a half-time director (faculty member), a full-time associate director, and a half-time secretary. We’ve had some paid assistance from work-study students and some volunteer assistance from two graduate students. Our major expenditures (in a first-year budget of $110,000 in hard money are for printing, travel, and resource purchases. In addition to the Center for Teaching, the University of Iowa supports the Office of Consultation and Research in Medical Education for the university’s medical school, and the school of pharmacy initiated its own such office in 1996. Programs for Graduate Teachers are offered through the departments that hire them; in some cases Graduate Teachers receive an "inoculation" before classes begin, in others, e.g. rhetoric and foreign languages an intense fall workshop is followed by ongoing activities, sometimes in the context of a formal, for-credit course. PROGRAM GOALS AND ACTIVITIES Our mission of supporting excellent instruction by both faculty and Graduate Teachers is acted on in various ways. The director promotes conversation about teaching by appearing before faculty committees as well as groups such as parents of undergraduate students. He attends key meetings aimed at shaping the policies of the university and works with administrators and our technology unit on promoting the increased knowledge and use of technology. We published four newsletters this year and one "Occasional Paper." Our publications are weighted toward conceptual pieces rather than teaching tips. On person-to-person matters, our services include call-in or--more often--drop-in consulting, videotaping class sessions, holding brown-bag lunches and workshops. The workshops have been aimed this first year at Graduate Teachers, though we’ve also responded to departments asking for specific programs for their faculty; their requests have derived from our brochures or from periodic letters describing some services. Other activities include a fair, weekly meetings for new faculty and for women faculty, and videoconference co-sponsorship. Lakeland Community College The Excellence in Teaching Committee Lakeland Community College, 7700Clocktower Drive, Kirtland, Ohio 44094 Linda Lillie, Director of Instructional Services, (216) 975-4720 WWW Information The Excellence in Teaching Committee Web Page can be reached through www.lakeland.cc.oh.us. Quick Reference Institutional Information Lakeland Community College is a public, Carnegie-classification Associate of Arts institution with 113 FTE full-time faculty, 509 part-time faculty, and 8,699 FTE undergraduate students. Program Information The Excellence in Teaching (ET) Committee was established in the fall of 1995 as a faculty development committee. Membership includes eight full-time faculty members and one ex officio administrator. The mission statement of the Excellence in Teaching Committee is to encourage, develop, and support professional enrichment opportunities for faculty at Lakeland Community College. The committee will continually review relevant research trends, and issues and conduct activities that will promote quality teaching and learning. Program Activities Fall Conference Week: A full week of activities are planned for the week prior to the beginning of Fall Quarter. These activities include faculty professional development and class preparation. Lecture/Lunch Programs: Once a week throughout the school year a guest speaker is invited to present a lecture for one hour during lunch on a subject related to instruction. Speakers from on and off campus have presented topics ranging from Faculty Web Page Instruction to Dealing with Difficult Students. Excellence in Teaching Resource Center: A room has been established to house faculty resource materials available to all faculty at Lakeland Community College. University of Maryland University College Faculty Development Office University of Maryland University College, University Blvd. at Adelphi Rd., College Park, MD 20742 Barbara Kaplan, Director; Sabrina Marschall, Asst. Director office: (301) 985-7770; fax: (301) 985-4615 e-mail: kaplan@polaris.umuc.edu or www-fdev@www.umuc.edu Website: http://www.umuc.edu/facdev/fdhmpg.html The University of Maryland University College, one of 11 public, degree-granting campuses in the University of Maryland System (UMS), was founded in 1947 to serve adult, part-time students. UMUC enrolls more students than any other UMS institution in its undergraduate and graduate programs, both statewide and overseas. Fall 1995 enrollments worldwide totaled 34,981. Approximately 650 statewide faculty and 775 overseas faculty teach at UMUC. The Faculty Development Office was established over ten years ago to serve undergraduate statewide faculty. The office is a line-item in the institutional budget and is staffed by two full-time administrators (a director and assistant director), two full-time clerical staff workers, and two part-time student workers. The director reports to the Associate Dean for Academic Affairs, Statewide Undergraduate Programs. The Faculty Development Office promotes collegiality among UMUC faculty, fosters effective teaching and professional growth, provides mentoring and support, and recognizes teaching accomplishments. Specific programs include: Workshop Series: Each year, approximately 30 faculty workshops are presented on topics ranging from basic teaching/learning strategies to effective uses of educational technologies. Peer Mentoring Program: Approximately 150 peer mentoring partnerships are arranged each year for faculty offering courses both in the traditional classroom and via various distance formats (including interactive video, instructional television, computer conferencing, and voice-mail conferencing). Teaching Innovation Grants Program: Twelve grants are awarded each year to faculty for projects that enhance teaching effectiveness. Teaching Excellence Awards Programs: The Faculty Development Office administers several programs to recognize faculty teaching accomplishments. Nominations for the annual Stanley J. Drazek Teaching Excellence Awards and Teaching Recognition Awards are solicited from students each semester. As part of the selection process, nominees are requested to prepare and submit teaching portfolios. Faculty Communication: Faculty Focus, a journal for faculty containing articles written by UMUC faculty worldwide, is published twice a year. Faculty Reporter, an informational newsletter, is published once a semester. FacTalk, an online faculty discussion listserver, is open to UMUC faculty worldwide. The Faculty Development Office also maintains a website that provides descriptions (and online signup) for upcoming events, information on faculty support services and programs, and links to useful teaching/learning web resources. Student Course Evaluations: The Faculty Development Office processes approximately 50,000 student courses evaluation forms each year for courses taught in Statewide Undergraduate Programs. Faculty Consultation: The Faculty Development Office provides one-on-one mentoring for faculty on teaching-related issues, maintains a small lending library, and produces and disseminates guidebooks for faculty on specific teaching/learning topics. University of Massachusetts, Amherst Center for Teaching 301 Goodell, University of Massachusetts, Box 33245, Amherst, MA 01003-3245 Mary Deane Sorcinelli, Director, (413) 545-1225 http://www.umass.edu/cft/ The University of Massachusetts, Amherst, the flagship campus of the Massachusetts public university system, is a Carnegie-classification Research University I with about 1146 FTE faculty, 18.021 undergraduates, and 6104 graduate students. The Center for Teaching (CFT) evolved under the guidance of the Office of the Provost and Associate Vice Chancellor for Academic Affairs, from the Lilly Teaching Fellows Program first hosted on campus in 1986. The Center was formally established in 1989. We report to and receive our operating budget from the Provost's Office and are advised by the Faculty Senate Council on Teaching, Learning and Technology. Permanent staff of the Center include a Director with a faculty appointment (100%), an Assistant Director (100%), a Coordinator of Teaching Technologies (100%), a Program Coordinator/Business Manager (100%), and a secretary. The staff also includes four teaching assistants and two undergraduate work study students. The non-salary budget is $73,264. This is supplemented by appropriations from the Provost's and the Chancellor's budget for special programs and initiatives. The primary goal of the CFT is to offer opportunities for professional development in teaching at the University. Our programs provide a variety of ways to share the talent and expertise of faculty members at this university, to increase communication about teaching and student learning, and to offer recognition and reward for excellence in teaching. In addition to presenting a series of campus-wide conferences, workshops, and seminars on teaching, and a full-day orientation for the University's teaching assistants, the CFT participates in teaching awards programs, maintains a circulating library of print and video resources on teaching issues and practice, and publishes a TA Handbook and bibliographies on teaching and learning and teaching and learning in the diverse classroom. Most of the print resources produced by the CFT are available on our web site. Listed below is just a sampling of several year-long programs offered by the CFT. Lilly Teaching Fellows: Eight junior faculty are chosen each year to participate in this program. They work with CFT staff to design or revise a course and assess their teaching through the teaching consultation process. They attend a bi-weekly seminar on teaching and learning issues and also work with a senior faculty member who serves as their mentor. Teaching and Learning in the Diverse Classroom Faculty and TA Partnership Project: Faculty and TA teams work together in a collaborative environment on teaching projects which explore teaching practices that relate to diverse learning styles, becoming better equipped to handle classroom dynamics that result from diversity, and expanding curriculum so that it represents the needs and interests of a more diverse student population. The Interactive Distance Education & Access (IDEA) Leadership Project: In a collaborative effort with the School of Public Health and the College of Food and Natural Resources UMass Extension, the CFT is developing an innovative distance learning project. The key goal of the IDEA Leadership Project is to invest in the faculty development necessary to ensure implementation of telecommunication technologies. University of New Hampshire Teaching Excellence Program University of New Hampshire, 11 Brook Way, Room 207, Durham, NH, 03820 Lee F. Seidel, Ph.D., Director email: lfs@christa.unh.edu Telephone: 603-862-0233 Fax: 603-862-2356 WWW presence: http://www.unh.edu/teaching-excellence The University of New Hampshire is a state, Carnegie class Doctoral II university, with approximately 783 full-time and 490 part-time faculty. It currently enrolls 10,700 undergrad students and 1600 graduate students. The UNH Teaching Excellence Program was begun in 1992. The program serves the entire university teaching community, from tenured professors to graduate instructors. The director reports to the Vice-President for Academic Affairs. Current annual support budgets are approximately $25,000 from university endowments and $10,000 from outside sources. It is staffed by one 80% time senior faculty and one 50% time graduate assistant. The Teaching Excellence Program is currently implementing a Future Faculty Program funded through a FIPSE grant. This program is designed to complement and enhance existing graduate degree programs by providing students the opportunity to develop formal competencies in college teaching. Two university- wide programs are offered through the Graduate School: the Cognate in College Teaching and the Master of Science in Teaching (MST) with major in College Teaching. Program Activities also include: PROVIDING DIRECT ASSISTANCE 1. Seminars andCourses on Teaching and Learning 2. Lilly New England (annual) Conference on Excellence in College Teaching 3. Peer Assistance and Consultation Mid-Course Assessment 4. Class Visitation and In-Class Video Taping PUBLICATIONS AND REPORTS 1. FacPak - FacPak is a resource guide for new part- and full-time faculty 2. Teaching Excellence - distributed bimonthly to all faculty Student 3. Reactions to Teaching at UNH - University, School and College and Departmental Profiles. published annually and distributed to all departments 4. Teaching at UNH - Internal reports for faculty concerning student reactions to teaching SPECIAL PROJECTS 1. Support for Faculty Interest Groups and Research Related to College Teaching 2. Literature Searches Special Projects State University of New York College of Environmental Science and Forestry Instructional Development, Evaluation, and Services 8 Moon-IDEaS, SUNY-ESF, Syracuse, NY 13210 Charles M. Spuches, Director, 315-470-6810, 315-470-6818 (fax), cspuches@mailbox.syr.edu http://www.esf.edu/ideas/ SUNY-ESF is a public, Carnegie-classification Research University D2 with 107.75 FTE faculty, 13 part-time faculty, 927 FTE undergraduate student and 496 graduate students. Instructional Development, Evaluation, and Services (IDEaS) was established in 1987. The unit reports to the Provost and Vice President of Academic Affairs through the Dean of Instructional and Graduate Studies. Permanent staff include 2 FTE professionals and 1 FTE professional/faculty member, plus work-study and temporary service student assistants. Our non-salary budget is approximately $30,000. This budget is supplemented by approximately $6,000 by the President's and/or Provost's offices for special programs such as the GA Colloquium, Faculty Symposium on Teaching, Learning and Technology, and other related programs. IDEaS is an educational services unit of SUNY-ESF that provides instructional and professional development opportunities and assistance to the College Community in support of ESF's mission in instruction, research, and public service. Services Offered: Consultation: Personal, confidential consultations with faculty members or groups are designed to help instructors explore a variety of teaching and learning needs and issues. Workshops and Seminars: We conduct programs on instructional improvement and faculty development that focus on topics of special relevance to faculty and graduate students. IDEaS helps plan and deliver departmental or college seminars, dialogues, or retreats. In addition to workshops, major events include the Graduate Assistant & New Faculty Colloquium on Teaching & Learning and the College-Wide Symposium on Teaching, Learning, & Technology. Publications: IDEaS prepares and distributes a variety of publications and materials, including Focus on Teaching and Learning, a newsletter on events, issues, and ideas relevant to the needs and interests of the entire community of teachers and learners at ESF. Focus is issued each semester. Focus features practical articles on teaching and learning by ESF faculty and occasionally reprints of short papers and other material by authorities in the field. Special Projects: IDEaS is often involved in joint efforts with faculty and departments College-wide. Recent projects include the development of Environmental Ethics in Practice, funded by the USDA Higher Education Challenge Grants Program, and the development of courses for the SUNY Learning Network (an asynchronous www-based delivery program). Instructional Evaluation and Testing: IDEaS administers a standardized College-wide questionnaire on student experiences at the conclusion of each course, we process the results and distribute them to the faculty. IDEaS facilitates the processing of tests and exams, and consults on the collection and use of mid-semester evaluation data. Media & Related Services: IDEaS provides a range of media and related services and support that include consultation, production services, media equipment distribution and maintenance, teleconferencing and a media supplies stockroom. The University of Northern Iowa Center for the Enhancement of Teaching 441 Library, University of Northern Iowa, Cedar Falls, IA 50614 G. Roger Sell, Director; Phone: 319-273-5858; Fax: 319-273-2974; roger.sell@uni.edu World Wide Web location: http://www.uni.edu/teachctr The University of Northern Iowa is a public, comprehensive university with about 800 FTE faculty, 10,500 undergraduates, and 2,500 graduates. The Center for the Enhancement of Teaching was established in January 1993 from a recommendation by the Faculty Senate. The Center is a line item in the University's budget and is funded through state appropriations. It reports to the provost, the University's Vice President for Academic Affairs. The director of the Center is a tenured faculty member who serves on a permanent appointment. In addition to undergraduate students who work as office assistants, the Center has a variable number of "faculty associates" who are supported through release time and other arrangements. The non-personnel budget for the Center is about $30,000 in continuing funds, exclusive of other special appropriations. The Center's overall goal is to contribute to the University's mission-emphasizing high-quality undergraduate education-through activities that focus on faculty development and are linked to curriculum development and organizational development. In the examples outlined below, as well as other activities, two principles undergird the Center's role in the University: inclusiveness and collaboration. Together, these two principles help define the Center as a professional development cooperative for all faculty. New faculty orientation and development: Prior to the beginning of fall term, all new faculty participate in an orientation program that welcomes them to the University, facilitates their payroll sign-up and use of University services, provides inspiration and support for their teaching, and introduces each of them to a mentor or contact person. At the end of the first week of classes, a dinner for new faculty and their guests is hosted by the provost and attended by the president, deans, department heads, and faculty mentors. A variety of teaching seminars are designed for new faculty during their first year at the University. Workshops and conferences: The Center supports both University-wide and college events that address concerns for quality education. In addition to workshops offered throughout the academic year, annual conferences draw faculty, staff, and students into cross-disciplinary conversations that focus on university strategic priorities for learning and teaching. Feedback and consultation for instructional improvement: All faculty are offered collegial opportunities to obtain feedback and discuss possibilities for improving instruction. In addition to classroom observations and student feedback, the Center serves as a network for introducing and "training" faculty as instructional consultants with one another. Resources for teaching as a scholarly activity: The Center maintains a library of faculty development materials as well as encourages and supports practice-centered inquiry on teaching and learning. Publications, presentations at professional and disciplinary meetings, and project grants are some of the means used for emphasizing teaching as a scholarly activity. Qualities of an Educated Person Project: In response to one of the University's strategic priorities, the Center is engaged in a multi-year project to identify and translate into curricular and co-curricular practice the qualities expected of students who graduate from UNI. Northeastern University Program Name Information Center for Effective University Teaching 112 Hayden Hall, Northeastern University, Boston, MA 02115 Stephen Nathanson, Director, 617- 373-5016 Beth Barmakian, Administrative Assistant, 617-373-2443 FAX 617-373- 8589; E-mail: ceut@neu.edu WWW Information: Institutional Information Northeastern University Research II Private Full- time FTE faculty: 1196 (745 full time + 1354 part time) Part-time faculty: 1354 FTE undergraduates: 15,343 Graduate students: 4799 Program Information The program was established in 1990 as the Office for the Support of Effective Teaching. In 1996, it became the Center for Effective University Teaching. The Director of the Center reports to the Vice Provost for Undergraduate Education. The Center consists of a Director and an Administrative Assistant. The Director is a tenured faculty member who is officially 2/3 time in the Center. The Administrative Assistant is full time. Our budget is all ohardo money. Apart from salary, we have a budget of about $67,000. Most of this is spent on administering the campus-wide teacher/course evaluation process and on supplying the needs of the office. Money available through our budget for programming is under $2000. Additional funding, however, for faculty development is channeled through other budgets. The Multimedia Development Studio offers training to faculty; the ProvostAs office funds the orientation for new faculty members, the Instructional Development Fund, which supports curriculum and course development, and the annual Excellence in Teaching awards. External grants won by the university for implementing curriculum reform (the ACE--or oacademic common experienceo initiativeo) have funded a variety of faculty workshops, activities within colleges and departments, and opportunities for faculty to attend conferences on teaching. The Center has several functions: it serves as an advocate and cheerleader for teaching activities, a source of ideas and information about teaching, and provider of various services. A key vehicle for these functions is the newsletter, Teaching Matters, which began in 1996 and which is published about five times per year. In addition, the Director engages in a variety of onetworkingo activities, joining and supporting committees and working groups that are involved in the improvement of teaching and learning. The Director chairs the advisory committee for the Instructional Development Fund, as well as the selection committee for the Excellence in Teaching Awards. The Center plans the new faculty orientation and offers workshops on teaching for faculty members and graduate students, as well as workshops on documenting teaching. Finally, the Center administers the university-wide teacher/course evaluation process. The University of Oklahoma Instructional Development Program Carnegie 116, University of Oklahoma, Norman, OK 73019 Director: Dee Fink (dfink@ou.edu) Assistant to the Director: Arletta Knight (aknight@ou.edu) Phone: 405-325-3521 FAX: 405-325-7383 The University of Oklahoma is a public, Carnegie-classification Research University II with about 800 FT faculty members, 600 TA’s, 16,000 undergrads, and 4,000 graduate students. The Instructional Development Program (IDP) was established in 1979 by the provost. It is a line-item in the university’s budget, funded by state appropriations. IDP reports to the Associate Provost for Undergraduate Education. Staff and Budget: Initially we started with a director at 0.67 FTE, and that was it. Now the director is full-time, and is assisted by several part-time people: an Assistant to the Director (0.75 FTE), a secretary/bookkeeper shared with another unit (0.33 FTE), and one person hired just to coordinate our campus-wide All-TA Training Program. The non-salary portion of our budget is $23,000. Approximately half of this is used for our two TA Training Programs, one for international TA’s and the other for all TA’s. The main IDP activities consist of the following: Faculty Luncheon Discussion Groups: Following a letter of invitation from IDP, faculty members "sign up" for a whole semester or whole year of lunch-plus-one-hour-discussions. We meet every two weeks to learn about some aspect of college teaching. These have continued to be both popular and productive ever since we first started them in 1979. (Typical number of users per year: 30-45) Individual Consulting: When faculty members want individual help, they call our office. We visit with them; then, depending on the particular problem, we offer the following: specific ideas, reading material, classroom visits, student questionnaires, videotaping, etc. (Typical number of users per year: 25-40) New Faculty Seminar: Started in 1988, these have become a very valued part of our program. We invite all new faculty members (and 75% respond) to join a semester-long, weekly seminar (with lunch) that has a variety of sessions on three general topics: orientation to the university, ideas on and support services for teaching, and support services for research.(Typical number of users per year:35-50) Programs for TA’s: We offer a 5-day program for international TA’s and a 2-day program for all TA’s, both in August. These have been done for many years, and are now required by the university for all new TA’s. (Typical number of users per year: ITA: 35, All-TA: 200) Special Course Evaluation Service: IDP offers faculty members free use of the IDEA course evaluation system. We cover the costs, and review the results with each new user. (Typical number of users per year: 25-40) Newsletter: We publish a 4-page newsletter, 2-4 times per year. It typically features vignettes of individual faculty, campus developments related to teaching, and sometimes synopses of major national publications. Reading Material: IDP maintains a collection of articles, journals, books, and videotapes on a wide variety of topics related to college teaching. These are available for use (and are used) by faculty and TA’s. Recent Expansion: The provost recently expanded our budget and in return asked IDP to lead an effort to provide better support for TA’s (course, observation/feedback, assessment) at the department level. The Pennsylvania State University Program Name Information Center for Excellence in Learning and Teaching 401 Grange Building, The Pennsylvania State University, University Park, PA 16802 Diane M. Enerson, Director, dme3@psu.edu Kathryn M. Plank, Associate Director, kmp2@psu.edu R. Neill Johnson, Programs Coordinator, rnj1@psu.edu (814) 863-2599 PHONE (814) 863-8411 FAX WWW Information http://www.psu.edu/idp_celt Quick Reference Institutional Information The Pennsylvania State University Carnegie classification--Research I Public state-related # of full-time equivalent (FTE) faculty = 3,422 # of part-time faculty = 245 # of FTE undergraduate students = 55,747 # of graduate students = 7,058 Program Information The Center for Excellence in Learning and Teaching (formerly the Instructional Development Program) was established in 1981 and operates out of the Office of Undergraduate Education, which is headed by the Vice Provost and Dean for Undergraduate Studies. The Center's staff currently includes 3 full-time staff (a director, associate director, and programs coordinator), 2 full-time secretaries, 2 half-time graduate students, and 1 part-time (wage payroll) communications editor. The non-personnel budget is a small departmental allotment (for routine purchases and costs associated with local programs). The Center also administers $100,000+ a year funding opportunities for instructional projects. Other faculty/TA development programs at Penn State include: 1. those offered by individual departments/colleges, many of which are deliberately designed to coordinate with the Center's activities; 2. Educational Technology Services (part of the Center for Academic Computing), which offers support and resources to help faculty use technology to enhance teaching and learning; and 3. the Schreyer Institute for Innovation in Learning, which promotes active and collaborative learning primarily through funding grants to support innovations in the classroom. Program Goals and Activities The Center for Excellence in Learning and Teaching acts as a neutral catalyst for improving learning and teaching by providing programs, services, and information to faculty, instructors, and teaching assistants throughout the Penn State system. These services include: 1. Publications on teaching and learning, including a handbook, The Penn State Teacher 2. Courses, including a 10-week Course in College Teaching 3. Workshops, seminars, and conversations, including a New Instructor Orientation and an ongoing program for teachers of large classes 4. Midsemester feedback activities and resources 5. Consultations, both with individual teachers and with departments, colleges, and campuses 6. Online resources (a Virtual Center on the WWW) 7. Funding opportunities for improving undergraduate education and teaching awards 8. Mentoring and support The Center's goals are to help inform and structure conversations about teaching at every level (department/college/campus) throughout the Penn State system, increase awareness that teaching can be learned, provide resources to improve the culture for teaching and learning at Penn State, enhance knowledge and understanding of the teaching-learning process, and promote interdisciplinary conversations among teachers as well as among teachers and students. Queen’s University Instructional Development Centre Queen’s University, Kingston, Ontario, Canada K7L 3N6 Phone: (613) 545-6428 Fax: (613) 545-6735 Web Site: http://www.queensu.ca/idc/ Christopher Knapper, Director (knapper@psyc.queensu.ca) Susan Wilcox, Adviser on Teaching and Learning (wilcoxs@post.queensu.ca) Mark Weisberg, Faculty Associate (weisberg@qucdn.queensu.ca) Sandra Murray, Administrative Secretary (murrays@post.queensu.ca) Queen’s is one of Canada’s oldest universities founded in 1842. Like all universities in Canada, it is a public institution and offers degrees up to the doctorate in arts and science, engineering, business, education, and medicine. Queen’s has 1,000 FTE faculty, 200 part-time faculty, over 13,500 undergraduates, and over 2,500 graduate students. The Instructional Development Centre was established in January 1992. It reports to the Vice-Principal Academic and is advised by a board with membership drawn from faculty, students and alumni. The Centre is staffed by a full-time academic director, a full-time adviser on teaching and learning, and an administrative secretary. The Centre’s budget also allows for part-time faculty secondments to the IDC, two teaching assistant associates, and short-term visiting appointments. Financing for the Centre comes mainly from university operating funds, but also from a generous endowment provided by Queen’s undergraduates. The Centre is unique in the world in having such a degree of financial support from students. The mandate of the IDC is to support, promote, and enhance the quality of teaching at Queen’s through a broad range of services, programs, and activities. We define high quality teaching as instruction that encourages effective student learning. Services, programs and activities include: - regular seminars, workshops, and short courses, - a resource library and database, - publications, - individual consultation on teaching, - training for teaching assistants, - advice on curriculum development, - and applied research on teaching and learning issues. In collaboration with the Learning Technology Unit, the IDC also plans and supports initiatives which promote appropriate use of technology in university teaching. The IDCs approach is collaborative, responsive, and pragmatic. Consultation and assistance is available to any Queen’s instructor or teaching assistant. St. Norbert College Office of Faculty Development St. Norbert College, 100 Grant Street, De Pere, WI 54115-2099 Kenneth J. Zahorski, Director; Phone (414)403-3093; Fax (414)403-4086; E-mail - zahokj@sncac.snc.edu; WWW address - http://www.snc.edu/facdev St. Norbert College is a private, Carnegie-classification comprehensive college II with 120 FTE faculty, 30 part-time faculty, 2,100 undergraduates, and approximately 60 graduate students. The Faculty Development Program was approved by the faculty in the spring of 1985. The Director, given two-thirds released time and appointed to a five-year term, reports to the Academic Vice President. The Office of Faculty Development (OFD) staff consists of the Director (a faculty member), the Faculty Development Secretary, and two student assistants who help operate the Resource Center. Program activities are funded entirely by hard money from the institutional budget; monies for Faculty Development practices such as sabbaticals, in-house funds, and outstanding teaching awards come from funding sources other than the OFD budget. The Faculty Development Committee consists of five faculty members, one from each Division and two at-large, elected for a term of three years; one student representative; and the Director as Chair. The Committee, which meets on a weekly basis, has the following duties: 1. to work with the Director in soliciting information from the faculty about their needs and in shaping a program congruent with these needs; 2. to work with the Director in making program policy and administering the budget; 3. to assist the Director in implementing the program, monitoring and evaluating the program, and disseminating information about the program; and 4. to judge applications for funding from the Summer Grants Fund ($28,000), the Faculty Development Fund ($19,000), and the Student-Faculty Development Endowment Fund ($7,000). The SNC Faculty Development Program provides opportunities for professional and personal renewal and growth to faculty in all stages of their careers. The Program first creates a wide range of opportunities, and then provides the help faculty need to take full advantage of these opportunities. The primary components of the OFD include: 1. Resource Center; 2. Orientation and Mentor Program for new faculty; 3. Summer Grants Program; 4. Faculty Development Fund, 5. Student-Faculty Development Endowment Fund; 6. topical sessions and workshops; 7. "Food for Thought" series; 8. Faculty Exchange Center; 9. The Beacon (newsletter); 10. Faculty Resource Inventory; 11. Faculty Book Discussion Series; 12. Annual Faculty Development Conference; and 13. individual counseling. In addition, the OFD actively participates in the WAICU Faculty Development Network, a nineteen-school consortial enterprise dedicated to fostering faculty development through inter-institutional cooperation. Other faculty development practices not coordinated by the OFD include: Sabbatical Program; travel funding; Student Evaluation of Teaching Program; Publications Fund; Phased Retirement Program; Outstanding Teaching, Scholarship, and Community Service Awards; and a Visiting Scholars Program. Above all else, the holistic program is intended to create an environment of opportunity, an environment conducive to growth, revitalization, and renewal. UC Santa Cruz POD Description Program Name Information Teaching Support Office (name until 6/30/97) Center for Teaching Excellence (name change as of 7/1/97) 168C McHenry Library, UC Santa Cruz, Santa Cruz, CA 95064 Eileen M. Tanner, Coordinator, (408) 459-5091, (408) 459-8206 (FAX), eileent@cats.ucsc.edu WWW Information http://media.ucsc.edu/MediaServices/CTE/TeachingExcellence.html Quick Reference Institutional Information University of California, Santa Cruz Carnegie Classification: Research University II Public 413 full-time equivalent faculty 400 part-time faculty 8919 undergraduate students 1009 graduate students Program Information 1. The Teaching Support Office opened in spring 1994 as a 3-year experiment. 2. It is part of Media Services in the University Library. 3. There are 2 full-time employees, the coordinator and an assistant, both of whom are permanent staff. The coordinator works closely with the Academic Senate Committee on Teaching and the Associate Vice Chancellor for Undergraduate Education. 4. Source for the Teaching Support Office budget is University of California Instructional Improvement Program funds. 5. For the past 2 years Emeritus Faculty Mentors representing each of the four academic divisions have been available to work with faculty. Program Goals: 1. The Teaching Support Office underwent campuswide evaluation in fall 1996. In January 1997 we put together a proposal for permanent funding status, which is currently under consideration by the Chancellor. When the office is made permanent, its name will change to the Center for Teaching Excellence. 2. Campus representatives will attend the Stanford workshop "Preparing Graduate Students to Teach" in July, 1997. An assessment of TA development at UCSC will follow, possibly leading to significant changes. 3. Ongoing improvements to the mid-quarter student feedback process are based on ideas gleaned from presentations at AAHE and POD conferences. Current Program Activities: Mid-Quarter Student Feedback At the invitation of a faculty member, a facilitator from the Teaching Support Office will visit a class in progress and interview students about perceived course quality in the middle of the term. This confidential information is made available only to the instructor who requests it. Videotaping For faculty members who wish to observe and analyze their own teaching, the Teaching Support Office will arrange videotaping sessions through Media Services. The University of Scranton INSTRUCTIONAL DEVELOPMENT The Office of Instructional Development Alumni Memorial Hall, Room 119, University of Scranton, Monroe & Ridge Row, Scranton, PA, 18510 Shirley M. Adams, Director, (717)941-7580, (717)941-7937, ADAMSS1@UOFS.EDU. University of Scranton is a non-profit University with about 254 full-time faculty and 143 part-time faculty, 32 GAs, 33TAs, Undergraduates, and 733 Graduate students. The Office of Instructional Development (OID) was established in August 1987 to promote personal reflection and scholarly dialogue on the art, the science, and the craft of teaching. It is a line-item in the University’s budget. OID reports to the Academic Vice President and Provost for its faculty programs and budgets. It is organized into various activities: 1) the student evaluations of faculty, 2) seminars, workshops and conference presentations on technology and instructional methodologies and issues and concerns relating to teaching, 3) individual consultations and classroom observations, 4) reading and video resources, 5) course and curriculum planning, 6) faculty support for cultural diversity, women’s studies and writing intensive programs and 7) mentoring programs and 8) student-faculty teaching mentorship program. Permanent staff include a Director (15%), Assistant Director (100%), three Faculty Program Coordinators/Consultants (50%), plus work study students as clerical assistants. Currently, OID has a part-time faculty person to support the writing intensive program. The non-salary budget is $31,000 plus another $15,000 for teaching improvement grant. (For FY 96-97, OID had an additional $20,000 in grants). OID’s overall goal is to maintain and cultivate an ethos of professionalism in which teaching is valued within the mission of Jesuit education through which our faculty can analyze their teaching strategies and results, pursue new discoveries about good teaching, and share their experiences/finding with their colleagues. OID enhances the quality of teaching by providing assistance in the instructional development efforts of faculty and providing resources about teaching and learning techniques, and assistance in the peer review process. The above activities are illustrative of our programs. OID works closely with the deans, department chairs and faculty to identify workshop and seminar topics, model teachers and various resource acquisitions to improve the greatest potential for pedagogical development. Student Evaluation Feedback: OID has designed their own course evaluation forms of student ratings of instruction. OID provides a Course Survey Guidebook to assist faculty in the interpretation of the student rating forms. OID communicates with faculty in meeting their course objectives, involving students, communicating subject matter and fair assessment tools and grading procedures for student learning. OID’s process was designed as an instructional development tool, to pinpoint strengths and weaknesses. OID aids in interpreting results and finding an appropriate course of action where and when it is needed. Consultation: The consultation process involves individual assistance, including classroom visitation, to help faculty address concerns such as 1)promoting student involvement and active learning; 2) creating helpful instructional materials; 3) improving classroom tests; 4) assisting with interpretation and/or improvement of student evaluations; 5) identifying and resolving classroom difficulties; 6) encouraging improvement in conjunction with a peer review process; 7) providing language/speech assistance to faculty who wish to improve their oral/lecture skills and 8) assisting in creating new courses or redesigning existing ones. New and Part-Time Faculty Workshops: Four workshops a year are held specifically for new faculty and two for part-time faculty to allow new and part-time faculty to discuss faculty issues, concerns and academics, along with institutional policies and procedures. These sessions include course design, syllabus construction, various teaching methods, tenure procedures, and technology resources, along with community and social aspects of institutional life at the University. English Proficiency Program: State law mandates the monitoring of the English proficiency of the teaching staff. OID oversees the assessment by providing forms to monitor incoming faculty interviews and provides the state with an annual report. Materials production and distribution: OID produces and/or distributes materials in support of teaching, including bi-annual newsletters, handouts, handbooks, video tapes, course survey guidebooks, new and part-time faculty guidebooks, brochure, and library/video list. These materials focus on specific teaching tips, research on teaching, classroom activities, issues such as classroom behavior, and the effect of campus and community on the learning environment. SYRACUSE UNIVERSITY Center for Instructional Development 111 Waverly Avenue. Suite 220. Syracuse, NY 13244-2320 Robert M. Diamond; Director and Assistant Vice Chancellor, Peter J. Gray, Associate Director; Barbara Yonai, Assistant Director (315) 443-4572 WWW - Institutional Information Syracuse University is a Private, Research II Institution with 807 full-time faculty, 10,750 undergraduate and 3,000 full-time graduate students. Program Information: The Center for Instructional Development was established in 1971 to support faculty in the improvement of courses and programs. Located within the Office of Undergraduate Studies, the Center provides a wide range of support services to the entire campus and is staffed by 11 full and 2 part-time professionals in Instructional and Faculty Development, Evaluation and Assessment, and Programming and Media Production. The staff is assisted by 4 support staff and 3 graduate interns. The annual budget of $670,000+ is a combination of base budget 70%, with internal charges for services and external grants covering the rest. The Center received the 1989 Award for Outstanding Practice in Instructional Development from the Association for Educational Communications and Technology and the 1996 Theodore M. Hesburgh Award for Faculty Development to Enhance Undergraduate Learning. Program Goals and Activities: Over its twenty-five year history, CID has worked with academic departments across campus on hundreds of projects to redesign and evaluate new and existing courses curricula and programs. The Center has expanded to provide support to programs and services offered by other areas of the University. The Graduate Student Orientation Program and SU Project Advance, among other programs, were developed in the Center and are now located elsewhere. Services and programs of the Center fall into several major areas, including: * Design, Development & Evaluation of Courses and Programs * Faculty Development - including the support of workshops and seminars, individual consultation, a syllabus review service, and the maintenance of a resource library on teaching and learning * Program Evaluation and Institutional Research - including University retention and attrition studies and program evaluation for schools, colleges, and administrative offices * Scanning and Data Analysis - test scanning, test administration, and assistance to faculty and staff in test design and analysis * Multi-media production - through this unit, the Center provides video production support to units throughout the campus. The unit received a 1996 Telly Award for production of non-commercial television External grants - funds from external sources support a number of initiatives including: the National Project on Institutional Priorities and Faculty Rewards, a project designed to develop and implement a new undergraduate emphasis in the School of Management, and a multi-campus initiative to enhance student success in large introductory courses Towson University Center for Instructional Advancement and Technology Cook Library, Suite 400C, Towson University, Towson, MD 21252 Dr. Joan D. McMahon, Program Coordinator Voice: 410-830-3538, Fax: 410-830- 3760, Email: mcmahon@towson.edu. WWW http://www.towson.edu/tsu/resources.index.html Towson University is a public, state assisted, Carnegie-classification Comprehensive I metropolitan university with about 500 FTE faculty; 10,000 undergrads, and 5,000 grad students. The Center for Instructional Advancement and Technology (CIAT) was established in the Fall, 1996 as part of the UniversityUs Strategic Plan to support faculty development in new technologies and curricular innovation. The Center reports to a Steering Committee composed of the Associate Vice President for Instructional Technologies and Dean of the Library, the Director of Computing and Network Services, the Associate Dean of the Library, the Director of the CIAT, the Program Coordinator of the CIAT, an Instructional Designer, and the chair of the Faculty Research and Development Committee. It is financially under the control of the AVP for Library and Instructional Technologies and is supplemented periodically from the ProvostUs budget. The Center has a Director (100%), Administrative Assistant (100%), Instructional Designer (100%), Multimedia Specialist (100%), and Senior-level tenured faculty member (50%) who serves as the Program Coordinator. The budget for FY 97-98 has been tentatively estimated at $70,000 for non-personnel items such as Technology Fellows, Academy of Fellows, equipment, software, and other professional resources. The CenterUs goals are to provide a RsandboxS for faculty to experiment with innovations in their curricula, including technology, in an atmosphere that is supportive and non-judgmental. The Strategic Plan of the University focuses on faculty development and technology elements for instruction. It is the Center which provides most of the instructional support to faculty in the Plan. The following activities are part of the plan for the 1997-98 term. Workshops: Sessions that focus on the exchange of ideas and the demonstration or application of technique, skills, technology, etc. Colloquia: Informal conferences or group discussions; conversational exchanges or dialogs. Instructional Design: Opportunities to work with the Instructional Designer in a systematic approach to learning analysis (what should be learned) and assessment (did the learning happen)? Academy of Fellows: Composed of Technology Fellows who receive small monetary grants provided to full-time faculty for one semester to support the development of technology for instruction and Faculty-in-Residence who are on assigned time to work in the Center on Center projects. Center Consultants: Faculty who can provide peer teaching in workshops, demonstrations, and one-on-one support on technology applications in the classroom. Technology Roundtables: Faculty tour classrooms and discuss how technology is being used for instruction. Teleconferences for Teaching: A time expedient way to attend conferences and learn about the newest in university teaching strategies. Special Interest Groups (SIGS): Small groups who meet on a regular basis to discuss and share ideas of similar interest. Vendor Partnerships: Donations and demonstrations of software and hardware for instruction such as CD-ROM that support textbooks, software to improve student writing, video- imaging for CUSeeME, portable smart classroom equipment, etc. Vanderbilt University Center for Teaching 116 Calhoun Hall, Box 1537-B, Vanderbilt University, Nashville, TN 37235 Phone: (615) 322-7290 FAX: 615-322-2305 Linda B. Nilson, Director, nilsonlb@ctrvax.vanderbilt.edu A. Darlene Panvini, Assistant Director, panvinad@ctrvax.vanderbilt.edu URL: http://www.vanderbilt.edu/AnS/Ctrteach/ctrteach.htm Vanderbilt University is a private, Research I with about 700 FTE faculty, 900 part-time faculty (most in the Medical School), 5500 undergraduates, and 4500 graduate and professional students. History and Administrative Location: The Center for Teaching was established by the College of Arts and Science in 1986 and is still located in and on the budget of A&S. However, as it has also served the other seven Vanderbilt colleges and professional schools for several years, it will soon be relocated under the Provost. Staffing: The Center employs three full-time staff members: a director (classified administrative/management, director/department chair), an assistant director (professional non-faculty, coordinator), and a secretary (office clerical). It also employs about 40 students each year on a part-time basis, including five graduate student Master Teaching Fellows (MTFs), who train and consult with TAs. The remaining, primarily undergraduate student workers help in the office and consult regularly with the International TAs. The director and assistant director are assigned semester-long lectureships when they wish to teach a course. Annual Budget: The Center is completely supported by hard monies, including a supplies-and-expense budget of $36,000 and an outside speaker budget (from the Chancellor) of $6,000. Missions and Activities: The Center has two major missions: 1) to stimulate the dialogue about teaching excellence and the methods that advance it, to include training faculty and TAs in the most effective teaching techniques; and 2) to help faculty and TAs collect, analyze, and use information about their teaching. To meet the first mission, the Center organizes and conducts the following: annual orientations for new faculty, TAs, and ITAs; faculty workshops (invitational and on request); two lecture series on teaching; an intensive two-week MTF training program; two days of TA training workshops conducted in five disciplinary clusters; and ITA training courses on teaching, language, and culture, with extensive use of audio recording, videotaping, and conversations with undergraduates. In addition, the Center maintains a sizable library, runs an internal listserv, and publishes a semester newsletter and a 200-page instructional handbook for faculty and TAs. To meet its second mission, the Center offers a variety of individual services: classroom videotapings, classroom observations, student small group analyses (small group instructional diagnoses), and close-ended mid-semester student evaluations, as well as private consultations on any teaching-related topic. The University of Virginia Teaching Resource Center Hotel D, 24 East Range, University of Virginia, Charlottesville, VA 22903 Marva Barnett, Director; Judith Reagan, Associate Director (804) 982-2815 http://www.virginia.edu/~trc The University of Virginia is a public, Carnegie-classification I Research University with about 1760 FTE faculty; 815 TAs; 640 RAs; 12,040 undergraduates; 4220 graduate students; and 1700 first-professional (law and medicine) degree students. The Teaching Resource Center at the University of Virginia was established in July, 1990. The TRC reports directly to the Office of the Provost. Permanent staff include a Director (75%), Associate Director (100%), Administrative Assistant (100%), and Coordinator (100%). Part-time staff include an ITA Program Coordinator (25%), three part-time Graduate Student Consultants, and work-study students. Program Goal: To promote excellence in teaching at the University of Virginia. TRC services and programs include the following: Consultations with individual faculty members and TAs Upon request, trained TRC staff members observe or videotape a class and consult confidentially with the instructor about what works well and what could be improved. Other services include: organizing a Teaching Analysis Poll (TAP) to discover students' mid-semester reactions to a course; establishing peer observation groups to visit classes and discuss goals; developing class-specific student evaluation forms to address individual questions about teaching. August & January Teaching Workshops Held at the beginning of each semester, these are open to anyone teaching at U.Va. but designed for those new to the University. Workshops on teaching techniques, philosophies and methodologies These workshops are offered upon request to individual departments or to the entire teaching community. University Teaching Fellows Program Created at the TRC and initially supported by a Lilly Endowment, Inc. grant, this competitive faculty development program funds six Fellows a year. Now supported by the Provost’s office, these Fellows develop undergraduate courses and discuss teaching across interdisciplinary lines. Teaching + Technology Initiative Administered jointly by Instructional Technology and Communication's Instructional Technology Group and the Teaching Resource Center, this Initiative provides assistance to a core group of faculty who are interested in developing new computer-based paradigms for teaching and learning. USEMS Collegial Ties These workshops and meetings respond to the special needs of faculty teaching first- and second-year students in University Seminars. TA Development Grants The TRC awards at least three annual grants of up to $500 to support departmental efforts to improve professional development programs for graduate student TAs. International TA Program. Through Linguistics 111 and 112, the TRC helps international TAs evaluate and improve their teaching skills and build confidence and precision in speaking English. Writing Workshops Departmentally based Writing Workshops help graduate teaching assistants grade and comment on student writing in their discipline. Reference library Dissemination of information through a regular newsletter, _Teaching Concerns_, and three handbooks. In our reference library are books, articles, handbooks, and videotapes about effective teaching, TA and faculty professional development, and curriculum development. Wayne State College Faculty Resource Center Conn Library 215, Wayne State College, Wayne, NE 68787 Cynthia A. Gray, Director of Instructional Development Tel: (402) 375-7090 e-mail: cgray@wscgate.wsc.edu WWW Information http://www.wsc.edu/frc/ Quick Reference Institutional Information Wayne State College Carnegie Classification: IIA (Comprehensive Institution) Number of full-time faculty: 132 Number of part-time faculty: 88 Number of FTE undergraduate students: 2,842 Number of FTE graduate students: 248 Origins The Faculty Resource Center at WSC was established in Fall of 1996, as a part of strategic initiatives that grew out of WSC's participation in the Pew Higher Education Roundtable Collaborative, a Pew Charitable Trust's project involving colleges and universities across the nation. Faculty representing all academic divisions at Wayne State College convened in a series of three campus roundtables during academic years 1995-1996, during which they identified directives for improvement at the levels of governance, curriculum, and teaching/learning. In addition to those directives, guidance from the Faculty Advisory Committee made up of faculty from every division at WSC will guide the mission and services of the Faculty Resource Center. Formative input from faculty, graduate assistants and students will be sought in a variety of informal and structured formats. Faculty Resource Center Goals 1996-1997 1. To determine the needs of faculty including full-time, part-time, new faculty, extension faculty and graduate assistants to shape instructional development goals through ongoing collaborative research. 2. To connect the art and science of teaching with the needs, learning styles, and cultural values of WSC students. 3. To foster critical reflection and research-based teaching that develops students who are critical thinkers,problem-solvers, effective communicators and technologically skilled. 4. To provide world class resources for faculty through accumulated publications, networks, conferences and instructional models. 5. To stimulate open dialogue and collegiality that supports and rewards excellence in teaching. 6. To provide workshops and individual consultation to assist faculty in implementing and evaluating their own ideas about teaching. Examples of Services Provided Video analysis and consultation on any aspect of teaching Video documentation of teaching excellence Consultation on course preparation, evaluation, activities and materials. Strength-based, mid-term teaching evaluation for teachers who want to adjust course work to better meet student needs. The process incorporates formative evaluation that encourages constructive feedback from students and is done in cooperation with director, faculty peer or administered by the faculty member requesting the service. Selection of course materials and active learning concepts Portfolio design for tenure or for student projects and evaluation Multicultural teaching case studies Writing consultation on faculty articles and dissertations in progress with consultant or peer groups. Analysis of teaching in relation to mission and curriculum framework of specific division Resources Books, handouts, videos, newsletters, bookmarked international (Internet) websites for research VCR/TV for video review "The Faculty Voice" a quarterly newsletter with articles on and by WSC faculty. Video recording and editing unit. WEB site and ACT list-serv. Western Carolina University Faculty Center for Excellence in Teaching & Learning 166 Hunter Library, Western Carolina University, Cullowhee, NC 28723 Ben Ward, Director Western Carolina University is a public, Comprehensive I institution with about 6,000 undergrad. students, 300 grad. students, and 350 faculty. The Center was established in 1988. In 1995, the unit was merged with the University Media Center in order to provide greater support for instructional technology and distance learning. The Center reports to the Associate Vice Chancellor for Academic Affairs, and the program is guided by a faculty steering committee. The staff includes three Faculty Fellows, who are tenured faculty members each with 25% (one course) release time, a director, an associate director for instructional development, and an associate director for technical services. Support staff includes two media specialists, a video lab assistant, an A/V technician, two office assistants, work-study students and graduate assistants. The mission of the Faculty Center is "to foster a campus climate where teaching is highly valued and excellence in teaching is the norm." Activities are designed to spread excitement for teaching and learning by featuring faculty who are enthusiastic and creative in their teaching. Major goals are to engage faculty, students, and administrators in a lively exchange of ideas on teaching and learning, and to create frequent opportunities for faculty members to enhance their teaching expertise. Examples of activities and services include: ´Faculty Project Teams, groups of volunteers who share an interest in projects such as examining campus-wide procedures for evaluating and rewarding teaching, establishing a University Club, using cooperative learning as a teaching tool, and organizing a computer users group on instructional technology. ´Annual Celebration of Teaching Day, featuring 8 instructors who demonstrate specific teaching/learning strategies. ´Consultation on course development, lesson plans, and applications of instructional technology ´The "Faculty Sandbox," a place where faculty can "play" with instructional media, with staff assistance, to develop instructional materials ´Faculty Forum, a2 pg. monthly publication featuring provocative opinion pieces onlocal campus issues, written by WCU faculty ´Newfaculty mentoring program ´A lending library of professional literature on college teachig Microgrants: travel funds for workshops on teaching, up to $700/event ´Instructional Improvement Grants: 4-8 grants per yr., $1,000-$1500 ea., for supplies and services for redesigning a course ´"Beyond the Classroom" Award: $2,500 to an academic department that promotes learning that goes beyond basic course and curriculum requirements Wright State University The Center for Teaching & Learning 062 Rike Hall, Wright State University, Dayton, OH 45435-0001 Jeanne Ballantine, Director; Alyce Earl Jenkins and Rich Clemens, Assoc. Directors (937) 775-4522; FAX (937) 775-2464 E-mail: CTL@desire.wright.edu http://www.ctl.wright.edu Wright State University is a public university with about 700 full-time faculty, 170 TAs, 12,000 under grads, and 3800 grad students. The Center for Teaching & Learning (CTL) was established in 1993, an idea stemming from the Enrollment Management Committee with the recognition that faculty had resources and help available for research, but this was lacking for the teaching component. The CTL reports to the Assoc. Provost, Dr. Lillie Howard. The Center has three foci: Core Curriculum (a comprehensive set of programs covering course design, presentation, assessment, policy, and diversity), Instructional Technology/Multimedia, and provisions of individual faculty guidance, i.e. time management, collegial communication, and other support concerns. The Center's part-time staff include a Director, Associate Director, Secretary, one Graduate Assistant, and two work study students. Instructional Technology/Multimedia's full-time staff include a Director, an Office Manager, Multimedia Consultant, and two student workers. The non-salary budget is $8000 and is supplemented by the Provost, institutional grants, and financial partnerships. The CTL was established with the intent to : * enhance the climate for discussion of teaching issues. * provide programs and materials for groups. * work with individual faculty to meet their needs. Having a Center with the purpose of providing resources, training, and individual support for educators in order to continue the enhancement of quality teaching and learning at Wright State University was the goal. In order to achieve this goal, the CTL offers many programs, professional services, and other resources for faculty. The Center has books, articles, and videos available for faculty use at any time. Every month, the CTL publishes a newsletter, and each quarter, a lesson planner, both mailed to all faculty and staff. In addition to resources made available to faculty, the Center also offers programs and professional services. For example: Mentoring Program: Matching of untenured with tenured faculty in support groups. Individual Consultation: The Center can provide individual consultation to persons working on course planning, specific concerns, or student feedback. Assessment: A midterm assessment helps faculty conduct and evaluate courses at midterm to allow for mid-course corrections. Brown Bags (Discussion Groups): Lunch presentations, films, and discussions about topics of interest. Faculty or staff present ideas on a topic related to teaching, or a film is shown, followed by discussion. 10-minute TIP (Teaching Improvement Process): Brief presentations to faculty meetings introduce key ideas on topics such as lecturing techniques, syllabus construction, portfolios, learning styles, and discussion techniques. In addition to ongoing programs and activities, The Center sponsors several major events each year, such as: The Faculty Institute, a week-long seminar on teaching for faculty; New Faculty Orientation in the fall which focuses on important information and tips for new faculty success; and GTA and International GTA Retreat and Training held every fall offering training in a variety of tasks essential for successful TAs. York University WWW INFORMATION http://www.yorku.ca/admin/cst QUICK REFERENCE INSTITUTIONAL INFORMATION York University Public (Canadian) Institution Full-Time Faculty: 1, 170 Part-Time Faculty 796 Undergraduate Students 28, 299 (FFTE's) Graduate Students 5, 896 (FFTE's) PROGRAM INFORMATION Our Centre was founded as the Teaching Skills Programme in 1979 and became the Educational Development Office in 1984. In 1989 it received its current mandate as the Centre for the Support of Teaching. The Centre's Academic Director reports to the Associate Vice President (Research and Faculties) and the Centre coordinates closely with the Dean of the Faculty of Graduate Studies in regard to programming for teaching assistants, particularly the University Teaching Practicum and the Teaching Development Graduate Assistants (TDGA) programme and with the union for contract faculty and teaching asssistants (CUPE 3903), particularly as regards the Graduate Teaching Associate programme. The Centre's staff is comprised of an Academic Director, a tenured faculty member in a rotating position who receives course release (80%) and stipend; an Associate Director (100%) who is a professional & managerial in a permanent position; an Administrative Assistant (100%) who is a full-time staff employee in a permanent position; and a Receptionist (80%) who is a part-time staff employee. In addition, on a year to year basis, the Centre has the services of a Coordinator for Teaching and Technology, a contract faculty member with the equivalent of 2 course releases paid by the Office of the VP (Academic); a Graduate Teaching Associate, who is a graduate student working approximately 10 hours per week paid partly by the teaching assistants' union; a Coordinator of the TDGA programme, who is a graduate student working approximately 10 hours per week paid by the Faculty of Graduate Studies; and several work-study and service bursary students. PROGRAMME GOALS AND ACTIVITIES The mission of the CST is to identify, promote, develop and support the best practices in university-level teaching in order to foster a learning community in which all York students, regardless of ethnic background, learning styles, areas of study and preparedness may learn and flourish, so that they may satisfy both their own desires for success and the needs of Canadian society in a global economy. WORKSHOP SERIES We facilitate regular workshops available to all York instructors and teaching assistants on a wide variety of topics--from HTML markup to inclusive teaching. We ran 35 such sessions last year, ranging from 2 hour workshops to full day sessions featuring plenaries and as many as 40 concurrent workshops--our annual T.A. Day and Active Learning with Technology conference are examples of the latter. UNIVERSITY TEACHING PRACTICUM A series of workshops and other requirements, such as video-taping and the completion of a teaching dossier, designed to support teaching assistants and other graduate students in developing as university teachers. Certification takes the form of a letter from the Dean of FGS, acknowleging completion of the programme. T.A DAY A yearly full day orientation for teaching assistants to university teaching which generally involves 300 teaching assistants in 40 workshops and a plenary session. NEW FACULTY ORIENTATION & MENTORING A one day orientation session for new facutly followed up with a mentoring programme, pairing new faculty members with recently retired faculty. PUBLICATIONS The CST regularly edits and publishes a quarterly newsletter/journal called Core as well as a biweekly column, called "Speaking of Teaching", in the university paper. MATERIALS DISTRIBUTION The CST maintains a resource library of journal subscriptions, books and other materials, as well as making materials available to instructors through its website. CONSULTATION Staff at the Centre are available to consult instructors and teaching assistants on any teaching-related issue and to provide direction in obtaining materials relevant to particular aspects of university teaching.