Research Now

These meetings bring together faculty members interested in discussing current research in the area of teaching and learning in higher education. Each meeting will feature a new research article that addresses a current topic or issue in this area. All faculty are welcome to attend and propose articles for discussion. Discussions can be led by faculty or your colleagues at CATLR. Should you have a specific article that you would like to discuss, please email Director Dr. Cigdem Talgar at

Upcoming Research Now Schedule

Registration is preferred. Click an event title to read more and to register for that session.

Title Date Audience Description
How Can We Put Students at the Center of the Assessment Process? 2/5/2015 All-Campus

At this session we will be discussing an article describing a “360 degree” assessment system that integrates self, peer and instructor feedback in order to enhance learning.

Do Students Perform Better in Online, Hybrid or Face-to-Face Courses? 2/19/2015 All-Campus

At this session we will be discussing a study on student learning outcomes and satisfaction in a course taught by the same instructor with the same materials in three different modes: online, hybrid and face-to-face.

What Are the Challenges Faced by Graduate Student Instructors and How Can We Help? 3/5/2015 All-Campus

At this session we will be discussing a qualitative study of the first-time teaching experience of graduate student instructors.

How Can We Call Faculty to Action to Incorporate Evidence-Based Teaching Innovation for Curricular Improvement? 3/19/2015 All-Campus

At this session, we will be discussing a case-study of Northeastern’s own Department of Pharmacy and Health Systems Sciences (formerly Pharmacy Practice), which implemented an initiative for faculty to incorporate an evidence-based teaching innovation into their classes.

How Can We Get Students to Read Academic Texts at a Deeper Level? 4/2/2015 All-Campus

At this session we will be discussing a study of the ways in which students read scholarly texts and connect (or fail to connect) the information to their experiences and prior knowledge.