Applications for the 2017-2018 cohort are now open! Click here to go to the application page.
The Faculty Scholars program reflects the University’s commitment to a scholarly approach to teaching and learning excellence by bringing together full-time faculty to discuss and apply seminal and emerging learning science research to create deeper learning environments for their students. This program provides an excellent opportunity for faculty to engage in the scholarship of teaching and learning (SoTL) by treating student learning as an object of scholarly inquiry and by contributing to the scholarship on university learning and teaching.
The Faculty Scholars is a year-long cohort program, with an application process early in the Spring, acceptance announcement shortly thereafter, a two-part retreat to launch the year in June and monthly meetings during Fall and Spring semesters.
Positioned at the intersection of inquiry and instruction, this work enriches both faculty and students by supporting faculty as they explore and share evidence-based teaching practices, and pass the benefits of what they learn on to their students.
Meet the 2016-2017 Faculty Scholars and Lead Scholars
The Scholars represent a broad diversity of backgrounds, interests, and approaches to investigating their teaching. They will work with Lead Scholars and CATLR staff to evolve their teaching, create deeper learning environments for their students, and share what they learn in the process with the broader community. Click here to learn about their projects.
Featured Projects from Previous Cohorts
Greg Goodale introduced several activities and measurements into his Communication Leadership course to help students learn to lead deeper and more learning-rich discussions both inside and outside the classroom.
Leslie Day flipped the classroom in her Gross Anatomy course and found that her students not only did better in her class, but also did better in subsequent classes.
Brian Robison introduced graphic organizers into his Music Literature class and found it made students’ writing about music more integrated and cohesive.