Feature image of Center for Advancing Teaching and Learning Through Research (CATLR)

The Center for Advancing Teaching and Learning Through Research (CATLR) fosters a Northeastern teaching community that is grounded in the practice of using evidence from learning science research to cultivate inclusive learning environments. CATLR learning scientists collaborate with faculty, staff, administrators, postdoctoral fellows, and graduate students to create courses in which all students’ prior experience is respected, validated, and welcomed as the basis for enriching the classroom climate and increasing the transferable knowledge and skills students develop in that context.

Audience(s): Academics & Faculty


  • Year-long evidence-based teaching and service-learning fellows programs provide educators, while the Future Faculty Program for Teaching in Higher Education offers a similar opportunity for graduate students.
  • The Teaching Inquiry Fellows Program convenes full-time faculty as a reflective community of inquiry, exploring interdisciplinary and disciplinary education research literature and systematic methods that can be used for rigorous scholarly inquiry into teaching. Programming for the 2019 cohort will also include intentional examination of issues related to diversity and inclusive pedagogies.
  • To promote research into effective and inclusive environments, the CATLR Faculty Scholars program supports faculty as they design and carry out a scholarship of teaching and learning study. Drawing on emerging learning science research to create deeper learning experiences, many faculty project results have demonstrated that innovative instruction often benefits lowest-achieving or underrepresented students most, while benefiting all students substantially.
  • Programming on a variety of teaching and learning topics, such as promoting deep learning in a globally diverse classroom and facilitating productive discussions, provide instructors with ideas and resources and connect them with a community considering the same issues.
  • Inquiry groups provide an extended but informal format for, such as Difficult Dialogues in Higher Education and Contemplative Pedagogy.
  • Consultations with individual instructors and teaching assistants, as well as at the department and college levels, support the creation of engaging and intellectually challenging learning environments in which all learners can succeed. These consultations can focus on any aspect of teaching and learning, including establishing an inclusive classroom climate and drawing on students’ diverse in- and out-of-class experiences.