Provost's Teaching Fellows
The Provost’s Teaching Fellows program is designed to strengthen faculty participation and governance in the Center for Teaching and Learning (CTL), enhance faculty collaboration across disciplinary and institutional boundaries, and support specific faculty-led projects to improve teaching and learning. Learn More about the Provost's Teaching Fellow's Program.
Snapshots of New Members
Congratulations and welcome to our new Fellows (Full List of our new members). Below is a list of what some of our new members are interested in:
Adam Rabinowitz, Department of Classics, College of Liberal Arts
Interested in developing tools and strategies to improve the social experience of students participating in group projects and crowdsourcing platforms, especially related to the annotation and metadata tagging of images
Brad Love, Department of Advertising, Moody College of Communication
Interested in faculty training related to pedagogy and course management
Carolyn Seepersad, Department of Mechanical Engineering, Cockrell School of Engineering
Interested in building a freshman research program in Mechanical Engineering and eventually expanding it to other departments
Courtney Byrd, Department of Communication Sciences and Disorders, Moody College of Communication
Interested in providing undergraduate and graduate students with innovative, interactive opportunities to navigate best assessment and treatment practices for working with preschool, school-age, older adolescents and adults who stutter
Cynthia LaBrake, Department of Chemistry, College of Natural Sciences
Interested in using modern technologies and creating institutional structures to support active learning at scale in large enrollment, lower division university courses
Janet Davis, Department of American Studies and History, College of Liberal Arts
Interested in service learning pedagogies and syllabus development as well as integrating service learning into her AMS 370 course.
Katie Dawson, Department of Theatre and Dance, College of Fine Arts
Interested in the relationship between training in drama-based pedagogy for higher education faculty and their sense of self-efficacy
Lydia Steinman, Department of Nutritional Sciences, College of Natural Sciences
Interested in engaging students through a collection of instructional videos to fill the gaps in their knowledge of the science of healthy eating and how to provide themselves with home-cooked meals that will meet basic dietary guidelines
Renee Acosta, College of Pharmacy
Interested in developing standardized patient scenarios for use in general laboratory exercises in which current pharmacy students role-play different scenarios
Tasha Beretvas, Department of Educational Psychology, College of Education
Interested in creating an assessment system that can be used to enhance the learning of undergraduate and graduate students enrolled in statistics courses to provide immediate, targeted and adaptive feedback as well as countless practice opportunities for students
Learn More about the 2014 fellows and their initiatives.
Through her initiative "Transforming the Classroom: Engaging Faculty Step-by-Step," Teaching Fellow Penne Restad is creating a resource base for liberal arts faculty and graduate students to explore and extend their knowledge about and comfort with new pedagogy; encouraging adoption of those elements that best complement their particular disciplines and teaching "styles"; and creating a platform for sharing ideas across disciplines within the college. Read On for Penne's perspective on her initiative.
First Friday Conversation Recap
On February 6, new Fellow Adam Rabinowitz led a First Friday discussion about how to make group work a more positive experience for students, particularly in large courses. The conversation ranged widely, and participants shared a number of practices that have worked in their own classrooms. Those practices include:
- Consider factoring in personality style or motivation level into group assignments up front.
- Ask groups to develop contracts articulating expectations for each other up front.
- Be transparent about why you’re including group work (because it is the way the world works!) and offer some explicit instruction about how to work in a group.
- Make sure your projects are truly captivating and important.
- Offer opportunities to evaluate and give feedback to peers throughout the course, and counsel groups having trouble.
- Include opportunities for reflection about process and learning.
- When possible, introduce competition among groups to increase motivation.
- Unless you collected baseline data as a comparison, don’t assume that some negative feedback about group work at the end of the course means you’re not doing well.
March 04, 2015 // Provost's Teaching Fellows
Many thanks to Adam Rabinowitz from Classics for guiding the February 6 PTF First Friday Think Tank on "Learning to Love Group Projects." The room... go to article »
February 01, 2015 // Lilly Conference Blog
Applying Evidence-Based Strategies to Enrich Student Learning
February 03, 2015 // Provost's Teaching Fellows
Thanks much to all who were able to attend our monthly meeting last week where we discussed a number of crucial issues for the Fellows to address and... go to article »
December 10, 2014 // Provost's Teaching Fellows
Our efforts are generating a very positive reflection for the Program across the campus, based on the initiatives of the whole group as well as... go to article »