While the CTLM has many innovative and engaging projects, we also recognize that sometimes specific work with either departments or individuals is what’s needed. Whether the task at hand is to develop new assessments and assignments, new ways of connecting with the wider community, or new ways of engaging with students and their interests, the CTLM is here to offer support, resources, insights and facilitation to support growth and innovation at every level of teaching, learning and mentoring across the university, both at the main campus in Glenside or across our other programs abroad!
At the heart of CTLM is a deep desire to form partnerships with individuals and units across campus. The dynamic nature of teaching, learning, and mentoring make it possible to imagine many different kinds of collaborations and consultations – with faculty, staff, and students. From the beginning, the metaphor of adding additional energy to the innovative teaching, learning, and mentoring “fires” happening across campus has been one way we’ve thought of our work.
A key component of this work is a listening stance – a belief that we are supporting the creation of resources and support that assist particular segments of campus to do the kind of engaged pedagogies they wish they could do – whether it has to do with new assessments and assignments, new ways of connecting with the wider community, or new ways of engaging with students and their interests.
Here are a few examples of recent consultations:
- Chemistry & Physics
With funding from the Title III grant, CTLM is collaborating with Chemistry and Physics faculty to redesign introductory lab science courses with an eye toward inclusive excellence: increasing classroom engagement through active learning strategies and peer collaborative learning, implementing thoughtfully designed formative and summative assessments, exploring alternative grading models, and increasing accessibility for all learners.
- First Year Writing
With funding from the Title III grant, the Spring/Summer 2022 collaborative work with First Year writing focused on the powerful impact of re-thinking syllabus language to be more invitational and less punitive in tone. Drawing on the scholarship and teaching of others in higher ed who are leading the charge to make faculty/student interactions more human and less transactional and to make syllabi more learning and learner-centered.
- Health Sciences
In collaboration with the Department of Historical and Political Studies (HAPS) and the School of Health Sciences, CTLM is designing a hands-on workshop to address the intersection of a diversity of religious beliefs and the education and training of health professionals. This work addresses both the religious diversity found on our campus and in health care contexts where our graduates work and will work.
- School of Global Business
Building on the workshops designed for the Title III grant, CTLM is able to offer an set of introductory sessions adapted to any department on campus about “Redesigning Your Syllabus for Inclusive Excellence.” These sessions provide an introduction to ways of thinking and engaging with syllabus language adjustments, anti-racist pedagogical approaches, active learning routines, formative assessment possibilities, and steps toward Universal Design for Learning (UDL). Please fill out this request form if you’d like us to join your department for an initial workshop session.
- Individual Consultation
CTLM invites individual instructors to request support (?) from a CTLM Fellow on any aspect of teaching, learning, and mentoring.
If there is one over-arching value of the CTLM, it is to work in partnership and collaboration with our colleagues, students, and other stakeholders to forge a dynamic and engaging learning environment. From our earliest days as a Center, when the pandemic hit, and we became partners with Digital Learning Services to develop an All Modes Learning solution and adapt to the new online environment, we have placed a high priority on supporting emerging conversations, opportunities to innovate, and deep engagement with our community’s vision and values.
Here are a few of our collaborative efforts:
- Lunch & Learns
Every month we choose a hot topic and invite colleagues from across the community to share their insights and expertise and help to lead a lively discussion over lunch. So far, we have discussed: the implications of ChatGPT; ways of helping our advisors avoid burnout; building a culture of feedback and assessment; and using podcasting as pedagogy.
- All Modes
CTLM worked closely with Digital Learning Services and Office of Academic Development.
- Center for Antiracist Scholarship, Advocacy and Action (CASAA)
In recognition of the many ways that the institution needs to grow and change to fulfill our mission of Combating AntiBlack Racism (CABR) and creating Inclusive Excellence in every one of our schools, departments and programs, CTLM and CASAA have forged a collaborative endeavor called Praxis for Teaching Race (PTR), which is launching in Fall 2023 to provide support, resources, training and scholarship to support innovative pedagogical approaches to teaching and learning.
Mid-Semester Feedback Program
CTLM’s Mid-Semester Feedback invites faculty to receive anonymous, aggregate feedback from current students in their courses. Participation in this program is on a first-come, first-serve voluntary basis, and instructors can choose to invite either faculty and student pedagogical consultants to gather and deliver their feedback.
This unique approach to feedback gives students a voice in shaping their education, brings faculty and students together, and allows faculty to respond to student needs in real time. Moreover, the consultation process brings instructors together for mutual inspiration, discussion, and troubleshooting challenges.
Here’s how the process works:
- The instructor requests a mid-semester feedback session and is paired with a pedagogical consultant.
- The instructor and pedagogical consultant meet to go over goals for the feedback session, such as which questions to ask students. In this planning meeting, the instructor may also discuss the general course objectives and what challenges they’ve encountered. This information helps the pedagogical consultant shape the feedback session and aggregate advice.
- The pedagogical consultant visits the classroom to carry out the feedback session with the students. This process requires a minimum of about 25 minutes.
- The pedagogical consultant synthesizes the feedback and writes a summary report for the instructor to keep. The report is confidential, but the instructor can optionally share as part of their reappointment, promotion, etc.
- Finally, the pedagogical consultant and instructor meet to discuss the written report and additional observations from the pedagogical consultant.
At the start of each semester, CTLM solicits interest in the program and makes every attempt to meet the full demand. If you are interested in participating in this program, it’s never too early to let us know! Write to firstname.lastname@example.org and make your request.