Center for Excellence in Teaching and Learning (CETL) Peter Diplock Assistant Vice Provost 2

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

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

CETL (Shifting Space & Time) our students learn in different ways/our faculty must teach in different ways Different space Same time Different time (ITV) (online) Same space Same time Different time (face-to-face) (e.g. labs) 5

CETL (Shifting Space & Time) our students learn in different ways/our faculty must teach in different ways Different space Same time Different time (ITV) (online) Same space Same time Different time (face-to-face) (e.g. labs) 6

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

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

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

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

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Institute for Teaching & Learning our students learn in different ways/our faculty must teach in different ways Working to enhance teaching and learning: –Clarifying teaching philosophies –Identifying and developing learning outcomes –Turning learning outcomes into effective syllabi –Varying methods/modalities of teaching –Addressing multiple learning styles –Promoting civility and facilitating discussions –Classroom Management Strategies –Increasing student participation and engagement –Developing Authentic Assessments and testing strategies –Formative Teaching Evaluations 13

Supporting Effective Teaching Through: –Financial incentives for teaching and learning innovation –Teaching Institutes & Programs; summer & winter institutes, developing & teaching an online/blended class; flipping your class; integrating technology –Individual Consultation for Improving teaching –Faculty-to-Faculty Mentorships –Classroom Observations –Teaching Enhancement Plans –Lunchtime Seminars and Workshops –Teaching Awards/Teaching Fellows –Weekly Teaching Tips (UCONN Daily Digest, Teaching Blog) 14 Institute for Teaching & Learning our students learn in different ways/our faculty must teach in different ways

Supporting Effective Teaching Through: –Educational Technologies HuskyCT (more than 5,000 courses per semester are ‘web enhanced’) Instructional Resource Center: A destination for faculty who want to more effectively incorporate technology iClickers – personal response system for collecting formative data Synchronous and asynchronous delivery of course content Lecture capture and learning object creation 15 Institute for Teaching & Learning our students learn in different ways/our faculty must teach in different ways

16 Institute for Teaching & Learning our students learn in different ways/our faculty must teach in different ways

ITL Student Support Writing (W) Center –Austin Building –Provided over 4,000 individual tutorials to undergraduate students in Quantitative Learning (Q) Center –Learning Commons in HBL –Served over 11,000 undergraduate students in

UCONN Q Center (ITL) Served over 11,000 undergraduate students in Systemic analysis of high DFW rates in STEM areas Developing asynchronous learning support materials ALEKS collaborative 18

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