Reflecting on the Resilient Teaching Symposium: Working with Faculty

About the author: Brenna Gomez, MFA, is the Director of Career Integration in the Career Development Center. She works with OSU faculty and other stakeholders on helping students connect the dots between the coursework they take at OSU and their future career goals. In her free time she writes fiction.

In April, the CTL held the Resilient Teaching Symposium. At the symposium, Dr. Inara Scott, Assistant Dean for Teaching and Learning Excellence in the College of Business, discussed the various types of burnout and how they impact us differently (ex: resting when what you actually need is connection will not make you feel better and vice versa). Dr. Scott discussed the concept of resiliency, and then the group was divided into breakout rooms to discuss specific strategies we use to keep ourselves resilient in the face of the ever-changing times we live in.

Many of the participants in my breakout room gravitated towards discussing resiliency at work. In terms of my own work practices, I occasionally teach technical writing in the School of Writing, Literature, and Film, but my primary role is running the Career Champions faculty professional development program. When I think of building resiliency at work, I think of running this program. Career Champions provides faculty and instructors with tangible ways to add career connection in the classroom, while also examining barriers to access for students of color, first-generation students, and low-income students. As facilitator of the program, I see myself as more of a “guide on the side than a sage on the stage.” Despite faculty not being my “students”, if I am their guide, I still need to be resilient so I can provide authentic facilitation, and I need to provide space for faculty to build resilience for themselves as they typically take this program while they are teaching their own courses.

One philosophy that helps keep me resilient is the idea that a few small changes make a big difference. If I’m improving a course while I’m teaching (rather than in the summer), making one-two manageable changes until I can come back to my curriculum, is still doing meaningful work and making improvements for my students. If I try to do everything all at once, I run the risk of burnout. With this philosophy in mind, every term I assess Career Champions and use faculty feedback to make changes. Several members of the fall 2021 cohort suggested a reduction in materials to keep the workshop manageable. The return to campus was difficult for many. We are still working and teaching through a pandemic. A reduction made sense to me—I just had to be sure to do it without negatively impacting my scaffolding. I cut several articles that were ultimately supplemental and added them to the “Additional Materials & Resources” module on Canvas.

Requiring only what was essential for faculty gives them the ability to engage with Career Champions deeply and not superficially, especially while they balance programming with their own course loads and departmental work. Since this is a studio site, faculty can return to materials long after the program has ended.

The resilient teaching symposium was a good reminder that we don’t need to do everything all at once. In order to avoid the different kinds of burnout that Dr. Inara Scott discussed, sometimes we need to move slowly and methodically. What one change can you make now that will improve your course? What can you consider over the summer or at a later date? Slow and steady wins the race and might just make you more resilient so you can maintain investment and engagement in the things important to you.

Interested in Career Champions? Find more information here. Applications for the fall 2022 cohort are due June 3rd. Apply here.

King, Alison. (1993). From Sage on the Stage to Guide on the Side. College Teaching, 44(1), 30-35.


Interested in resilient teaching? Apply to join a CTL Summer ’22 Resilient Teaching Faculty Learning Community by May 31.



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Center for Teaching and Learning Fellows Program 2022 Showcase

Wednesday, June 1st from 11:00 to 11:50 a.m.

Hear highlights from the Center for Teaching and Learning Fellows in the Colleges of Agriculture, Engineering, Science, and OSU-Cascades. These dedicated faculty are bridging college-specific teaching faculty needs with resources provided by our program partners in CTL, Academic Technologies, and Ecampus. Celebrate their successes while considering what’s next! Register now!

Applying Lessons Learned to Teaching Faculty Development

Pandemic teaching has shown us the importance of community building among teaching faculty and building in spaces and time for them to learn together. It’s also provided opportunities to reflect and consider innovative approaches, such as blended learning approaches. As a part of his CTL Fellows work, Adam Lambert, in the College of Engineering has conducted a needs assessment, including lessons learned and opportunities in moving forward. Now is the time for us to apply lessons learned at the college and institutional level to support our teaching faculty and student success! Attend and envision how.

Sneak Peak at OSU 2022-’23 We Care About Teaching Campaign

During the showcase, there will also be a sneak peak of the CTL 2022-’23 We Care About Teaching Campaign. Let’s celebrate and support our OSU teaching faculty! Learn how partnering with the CTL Fellows program can play a critical role in strengthening and innovating your college’s teaching faculty in the upcoming year. Contact with questions.

Further Reading

For further reading on faculty professional development and the pandemic, see the following:

Kuntz, A., Sara Davis, & Erica Fleming. (2022, May 3). 7 Ways the Pandemic Changed Faculty Development. EDUCAUSE Review.

Supiano, Becky. (2022, April 14). Teaching Fresh Approaches to Faculty Development. The Chronicle of Higher Education. Newsletter.

Baker, V., & Lutz, C. (2021). Faculty Development Post COVID19: A Cross-Atlantic Conversation and Call to ActionJournal of the Professoriate12(1).


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Spring into Resilient Teaching This Summer

OSU Lower CampusThe exhausting twists and turns of the past two years have stretched everyone’s teaching skills while stimulating innovative ideas about ways to enhance on-campus teaching. Looking for a way to reinvigorate your teaching practice for Fall ‘22 and beyond?

Join the Summer ‘22 Resilient Teaching Faculty Learning Communities sponsored by the Center for Teaching and Learning (CTL) and Academic Technologies! Be part of a cohort of faculty from across OSU exploring solutions to teaching challenges, strategies to build resilience in teaching, and techniques for integrating in-class and online learning.

Learning community co-facilitator Weiwei Zhang notes, “What stood out to me in the past learning communities is seeing the confidence participants have gained through the weeks of conversations and collaborations with their peers. It is not only the confidence in teaching and innovation, but also the confidence in asking questions, voicing concerns, tackling challenges, and solving problems. I think confidence is one of the key factors that contributes to happiness, well-being, and resilience.”

CTL is providing $500 in professional development funding to faculty who participate in these summer learning communities. Each group will have four Zoom sessions spread over an eight-week period to fit summertime schedules. Participants will have the opportunity to collaboratively address teaching challenges while supported by CTL and Academic Technologies.

Interested? See the Call for Participation and apply by May 31. For more information: Center for Teaching and Learning.

We look forward to exploring resilient teaching with you this summer!

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A “Form” of Flexibility: An Easy Way to Grant Extensions to Students

By Dr. Raechel Soicher, 2022 CTL Blended Learning Innovations in Pedagogy (BLIP) Initiative Faculty Fellow and Instructor in the School of Psychological Science.

As with most (all) of my great teaching ideas, I got this one for supporting students from Twitter.

Let me back up a sec – some context for why I was searching Twitter that specific day: Fall term I embraced flexibility full on. Due dates in the syllabus served as suggestions, but with optional class attendance and a “no late penalties, ever” approach, students really slipped through the cracks. They stopped attending class (I was down to 2/50 at one point) and consistently turned in late work. On my SLEs, students let me know that this no-structure approach wasn’t working for them:

“By the end of the class my motivation was way down and it became much harder to complete tasks because I really didn’t care because I felt like the class was an afterthought.”

OOF! That isn’t what I had been going for at all. And, aside from the students who needed or would have benefitted from more structure, I also struggled with planning class activities, grading, and feedback.

Fast forward to the intense search for the perfect balance – how can I offer flexibility for students but keep motivation (and productivity) high?

Enter Dr. Alanna Gillis (@alannagillis3).

Dr. Gillis, in her Twitter thread, beautifully outlines the need for flexible deadlines, structure for students, instructor burnout, and equity issues related to equity. And her solution is also a beautiful one. Instructor makes available a simple Google form that includes a new proposed due date (within one week of the original). Once students submit the form, the extension is confirmed!

In my own classes, I settled on a “no questions asked” 48-hour grace period for all assignments. If students need longer to complete an assignment, they use a link in the Canvas menu that reads “I need an extension!”.

In my own version of the form, I ask students for their name, the assignment, the proposed new due date, and a few follow-up questions:

  • Do you want my help (yes/no/I’m not sure)?
  • Do you want additional support from tutoring, counseling, disability support, the HRSC (textbook help, food, housing, etc.), financial aid, etc.? (yes/no/maybe)
  • Is there anything else I should know?

Students know they’ve “got” the extension if they don’t hear from me. If they say they need something or if their proposed due date seems too far away, I send an email to follow-up. The only assignments they cannot request extensions for are their final papers and projects.

In Winter term I received approximately 70 requests for an extension across about 60 students. Some of these were from one student for each assignment in a specific week while others were just one extension form for all of the the week’s assignments. Students requesting extensions early in the term were often also requesting extensions later in the term. In any of these scenarios though, students were completing the assignments, which is what matters to me most. The assignments are carefully designed learning opportunities, after all, and I want students to experience them.

On my end, students are almost always submitting the late work within a week (or earlier) of the deadline. This fits nicely into my grading turnaround time so as not to cause any additional burden of tracking student e-mails or grading the same assignment multiple times. From an equity lens, I am no longer the ‘gatekeeper’ of students’ reasons for submitting late work. My hope is this will allow students the freedom to take care of themselves (sleep, pick up an extra work shift, spend time on a high-stake assignment in another class, take care of others, etc.) where they would normally force themselves to attend class or submit an assignment that they’re not proud of.

Initial impressions from students also seem promising:

“I really liked the late work policy Dr. Soicher had set up. I think it was flexible, but not so much that students would wait too long before turning in assignments.”

Knowing that if I really needed some extra time I could get it easily and without troubling Dr. Soicher, really helped my mental health —”

Knowing that such a small change on my end can make such a big difference for students means I’ll be using this approach again for the foreseeable future!

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You’re Invited to the April 26th Resilient Teaching Symposium

Milam Hall on OSU Campus in SpringThe vast shifts in teaching modalities during the two years since the onset of the COVID-19 pandemic have been a contributing factor to prolonged stress and fatigue for many faculty. As they navigate the roller coaster of their professional and personal lives, teaching faculty are confronting the question of how best to adapt their course designs, teaching practices, and mindsets to deal with the unpredictable nature of teaching as we move forward.

Looking for a lift? Common ground? New strategies? All OSU faculty, staff, and GTAs are invited to participate in CTL’s Spring ‘22 Resilient Teaching Symposium via Zoom on Tuesday, April 26, 3:30 to 4:20 p.m.

Inara Scott, Assistant Dean for Teaching and Learning Excellence in the College of Business, and a faculty/staff panel will address effective strategies to build and sustain resilience in our teaching practices. Attendees will have opportunities to reflect and share their perspectives on resilience.

Register for the Resilient Teaching Symposium

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Teaching with Media: Liven up Your Lecture Videos

cherry blossoms on OSU campusCreating and using instructional media well can be a major asset in your teaching.

Discover new ways to create more interactive and engaging lecture videos as you blend classroom and Canvas learning activities in your Corvallis and Cascades campus courses. The Faculty Media Center and the Center for Teaching and Learning invite all OSU faculty and GTAs to a one-hour Zoom workshop. The workshop will be offered twice. You can register for Wed., April 20 at 2 p.m., or register for Thurs., April 21 at 10 a.m.

For more info: Faculty Media Center

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Student Reflections Inform Teaching

This week I have learned a few things:

1. I now completely understand why so many people drop out of college.
2. Insulin is as cheap as water. (I’m being sarcastic.)
3. My boyfriend gives the best hugs.
4. I can’t wait to become a teacher and help mold little brains.
5. Weighted blankets and lots of ice cream will get me through college.

 Anya R., October 11, 2020

There Is No College in COVID bookThere Is No College in COVID is an unadorned compilation of twice-weekly journal entries by first-term, first-year students in Jenna Goldsmith’s Fall ’20 ALS 199 U-Engage class at OSU-Cascades. The book is equal parts inspiring, reflective, heartening, and heartbreaking. It’s a precious first-person chronicle of students’ lives as they entered college six months after the pandemic began.

You can read this book in an hour or two, then spend months sorting through the thoughts and feelings that the powerful, honest writing of these students evokes about a long ordeal that we, too, lived through, each in our own way.

Jenna Goldsmith is a poet and Assistant Director of the Women’s, Gender, and Sexuality Studies Program at Illinois State University. She was a Senior Instructor of writing at OSU-Cascades at the time of the  COVID-19 Journaling Project. Dr. Goldsmith graciously agreed to answer our questions and share her perspectives about the book. She identified the student quotes used in this post as some of her favorite passages.

CTL: What do you think instructors might learn from this book that would be applicable to their roles in teaching, advising, and nurturing college students?

JG: I think there are two main takeaways from this book. First, the journal entries reflect a complex swath of reactions to being a college student during the pandemic. As educators, I believe we benefit from reading those responses, as it’s sometimes easy to become numb to our students’ experiences, or forget about how impactful this has been on their lives. 

Also, the book reflects an effort to think creatively about what students can produce in a course. As noted in the Introduction of the book, the course this book came out of looked very different before the pandemic. The pandemic caused me to reconceptualize the course, and in a way, opened up the possibility of what we could do in the course. I encourage instructors to think hard about how they can infuse students’ lived experience during these unprecedented times in the courses they are teaching.

CTL: What are the lasting messages about teaching and learning that you find in these Fall ’20 writings of your students?

JG: I hope that instructors will continue to take care of themselves, just as they would instruct their students to take care of themselves. In this book, we witness a lot of confusion, a lot of heartbreak, and a lot of uncertainty about the future. These are not just feelings students have in higher ed—instructors are right alongside them in that. Find common ground with students when it comes to these challenging times, and see where there is overlap in experience.

I found that giving students an academic space to reflect allowed them some relief in other areas of their lives. At the end of the term, they voiced their appreciation for the term-long journaling assignment, noting in particular how it added to their self-care routine and a more positive mental state.

Though the OSU grading system doesn’t recognize A+ as a final grade, There Is No College in COVID has earned one. This book will continue to inform teaching and coping with great challenges for a long time to come.

This pandemic really made me enjoy the little details: the smell of cookies when they are baking in the oven; the cat stretched out baking in the sun; the warmth of the fire in the woodstove; the sound of the rain on the roof. I am a homebody but this virus has led to a whole new level of comfort, and it is amazing. Sometimes we just have to focus on the positive things and not let our worries take over our lives. We need to pay attention to what’s happening around us.

                                           Elliana B., November 22, 2020

You are invited to the Bright Side ProjectIn the spirit of There Is No College in COVID, you are invited to share your perspectives on the pandemic through CTL’s Bright Side Project, which is compiling the stories of faculty, staff, and students for an online public collection. Would you like to share your thoughts on how you kept teaching amidst the challenges of the past two years? What worked well? What skills have you gained and what have you learned about yourself that you will carry forward?

The There Is No College in COVID project was supported by a grant from the OSU Women’s Giving Circle, and all proceeds from sale of the book go toward OSU-Cascades scholarships.

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Requests for Extensions Getting You Down? Some Solutions.

GurungIt is near the end of Week Seven here at Oregon State University. It is about the time faculty will be getting a lot of requests from students. Requests for more time for a paper, for a quiz, or for an exam. Requests for recording lectures, copies of notes, or zoom links. Most faculty want to be flexible and compassionate educators. While these attributes foster positive faculty-student interactions in the best of times, they are critical in the worst of times.

Many parts of the last two years have felt like the worst of times.

We have gone through four phases in the last two years: 1: When we Pivoted (Emergency remote teaching), 2: Remote teaching, 3: The Return (Fall 2021), and 4: Now (2022). For each one and the before times, it paid to be Compassionate, Clear, Organized, Multifaceted, and Engaging, (CCOMFE1).  Even adhering to this principle may not quell the increase in requests.

How can educators be fair but not be taken advantage of? How do instructors best manage requests for accommodations?  Attempting to respond on a case by case basis is exhausting and is a suboptimal solution. Here are some considerations to help with managing student requests.

First, it is important to remember that students are as exhausted, stressed, and fatigued by the pandemic as educators are2,3. In the before (pandemic) times, some faculty would look askew at upticks in the frequency of absences due to losses in the family, often going to the extreme of asking for death certificates. While insulting and hurtful to many students and implying a lack of trust, the PET 4 equivalent is asking for proof of a positive COVID test to justify an absence.

In addition to taxing an overburdened health care system, requesting certificates creates more work for all concerned.  The confluence of stressors may elevate already rising mental health issues.  A simple solution: Have more trust in what students say. If they are lying, let that be on their conscience. What they miss from an absence (or the effort to make it up) is already a punishment.

A multitude of requests for extra time to complete assignments may be an indicator that your course design calibration needs some work. During PET 2 many classes showed engorged syllabi as faculty aimed to increase assignments to make up for not teaching in person.  With the additional stress of the pandemic, normally manageable class loads may become less manageable.  Sometimes educators feel pressured to cover all the content or hold to their standards of rigor. While both are commendable and understandable, they should also be open to modification. Are the assignments and assessments mapping onto the course learning outcomes? Maybe there is more leeway in your design than you know.

Reworking course design and content is a fine agenda item for the next time one teaches. How do educators cope with the requests right now? There is a philosophical answer and there are some pragmatic ones.

An important starting place is for instructors to have a clear idea of what is really important to them and why.  If you require attendance, why do you require attendance?  When you set a due date, why can the student not turn it in a little later? Examine your teaching philosophy and have a clear idea of what you do not want to budge on (and why) and what you are willing to be flexible on. Once you are clear on what you are willing to be flexible on, then be fair and clear about your decision and as specific as possible.  Often, consulting scholarship of teaching and learning can guide your decisions (see the guides at for evidence-informed solutions to pedagogical questions). If you are open to students turning material in late, is it for any reason or only for COVID-related reasons (and is it fair to make the distinction)? Every student should have the same options.

I taught 400 students during Fall 2021. The return to the classroom was exuberant for most but to minimize issues my course policies allowed any student to take extra time on any assignment except exams. It could be if they were not feeling great, had COVID, or had some other emergency. In any of these cases they did not have to email me or let me know to get the extension. There would be no late penalties and no need for doctor, parent, or peer notes. This decision cut down on potentially 100s of emails and a lot of hassle on students’ parts and mine.

It worked well. There is no evidence that learning suffered. If anything, these allowances enhanced learning according to student testimonies.  Objectively, my class scores were not significantly different from scores for the same class taught in the before times or during PET 1 or PET 2. My student evaluations were perhaps some of the highest they have ever been.

Not all educators may be ready to be as flexible. Some may be ready to be more so next term and perhaps are even planning to a course redesign and rebuilding CCOMFE into their syllabi and classes. There are still many pragmatic solutions before next term:

  • Once you are clear about where you stand with allowances, broadcast them to the class immediately, even midstream of the term.
  • Post clear statements about your policy on late assignments, penalties, and absences, or modifications of them if what you started the term with no longer holds.
  • Discuss these changes in class and make it clear why you have these policies.
  • Be genuine about what you will not allow and why.
  • Consider using Canvas “availability dates” to keep assignments open beyond due dates.
  • Create one common response you can use for all requests for accommodations that elucidates your position. Cut and paste it in response to emails and requests you get (one trick is to create it as a signature file and then add THIS signature to a request).
    • A great tip related to this from Nicole Wolf (School for Psychological Science). Check out the “Quick Parts” feature in Outlook on the “Insert” tab of your ribbon. This feature allows you to save as many text templates as you like without formatting as a signature (i.e. if you want to add multiple “quick parts” you can without them overriding each other like with signatures).  One downside is that you can only access it if you “pop-out” your email reply; essentially, you have to have the email in it’s own window to access the “Insert” tab and the Quick Parts menu.  But adding text is super easy; just select the template text you want and in that drop-down menu, select “Save Selection to Quick Part Gallery”.

  • Different class sizes (large lecture, small discussion) and class levels (first year, final year) may allow for different allowances, but avoid case by case decisions instead have a position.
  • Most importantly, it is alright to say no! While being fair and flexible is a worthy goal, being firm also helps your students. When you show you are open to change, have given your philosophy thought, and that your decisions are not random but tied to a philosophy of education, then holding firm to it is justified.
  • You may want to run your position on allowances by your supervisor who can support your position. This is important given some supervisors may want the entire department to share a level of flexibility and compassion.

Learning is a challenge and teaching effectively is a demanding proposal. Both teaching and learning got substantially more difficult during the pandemic. There are undoubtedly more challenges downstream. Being ready to cope with students concerns and fears, even if it means re-examining our philosophies, is work that will help us all get through these times better.


  1. Gurung, R. A. R. (2021). Inspire to learn and be CCOMFE doing it. Canadian Psychology/Psychologie canadienne, 62(4), 348–351. https://doi-org/10.1037/cap0000277
  2. Gonzalez-Ramirez, J., Mulqueen, K., Zealand, R., Silverstein, S., Reina, C., BuShell, S., & Ladda, S. (2021). Emergency online learning: College students’ perceptions during the COVID-19 pandemic. College Student Journal, 55(1), 29–46.
  3. Gurung, R. A. R., Mai, T., Nelson, M., & Pruitt, S. (2022). Predicting learning: Comparing study techniques, perseverance, and metacognitive skill. Teaching of Psychology, 49(1), 71–77. https://doi:10.1177/0098628320972332

About the author: Regan A. R. Gurung, Ph.D. is Associate Vice Provost and Executive Director of the Center for Teaching and Learning at Oregon State University and Professor of Psychological Science. This post is based on a piece that first appeared in Inside Higher Education (earlier this week) and has been modified for OSU.

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CTL Lumen Learning GRANT Opportunity


We are excited to announce a grant funded professional development opportunity with the Bill and Melinda Gates Foundation and Lumen Learning. In collaboration with the Center for Teaching and Learning, Lumen hopes to engage faculty (tenure track and fixed term) and graduate students with new resources and experiences, and study the impact in order to inform future work. This grant project will help better understand the teaching practices that positively impact student success and as a result, develop a model for teaching success.

BENEFITS: $500 is available for each participant. All students using Lumen Learning in grant-related courses will have their course fees waived.   Space is LIMITED, SIGN UP NOWDEADLINE: March 1st, 2022.

Why Participate?

Faculty members are an essential part of U.S. higher education with tremendous potential to impact student success. Too often, faculty miss out on support services and professional development opportunities to help them expand their capabilities as effective teachers.

There are two main options:

I. SUCCESS CIRCLES: Does well-designed courseware + faculty professional development better support success?

Your Commitment:

  • Teach your course for two semesters using Waymaker or OHM (Implement courseware if you are not a current user)
  • Participate in Success Accelerator
  • Estimated time: 2 hours per week engaging virtually in Success Accelerator Circle

Success Accelerator builds capability for faculty using Lumen’s courseware with mentoring and peer support around course design, pedagogy, use of learning data, and best practices to increase student success.

What’s included in Success Accelerator

  • 6-week virtual learning circle to build skills and apply effective teaching practices
  • Weekly reflection & peer collaboration activities
  • Lumen Circles platform and professional development community
  • Faculty Mentors to consult on pedagogy, learning design, teaching practices, technology
  • Opt into Lumen Circle Fellowship during a future term

Grounded in evidence-based teaching practices and self-reflection, Lumen’s Success Accelerator works well for any faculty member, in any discipline, and at any stage of career.

II. Does combining evidence-based teaching practices + Belonging focused faculty development better support success?

Your Commitment

  • Participate in Belonging Circle
  • Estimated time: 2 hours per week engaging virtually in Belonging & Inclusive Teaching Fundamentals Circle

Belonging & Inclusive Teaching Fundamentals build

What’s included in Belonging Circle?

  • 9-week virtual learning circle to build skills and apply effective teaching practices
  • Weekly reflection & peer collaboration activities
  • Lumen Circles platform and professional development community
  • Faculty Mentors to consult on pedagogy, learning design, teaching practices, technology
  • Opt into Lumen Circle Fellowship during a future term

BENEFITS: Participants will receive a $500 stipend. All students using Lumen Learning in grant-related courses will have their course fees waived.


DEADLINE: March 1st, 2022.



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CTL Mutual Mentors

About the Author: Dr. Brooke Howland provides curriculum design and pedagogical support for OSU teachers. Prior to working at OSU, Dr. Howland taught in the School of Education for University of Southern California, University of California, Irvine, and University of California, Los Angeles. 

Wanting professional renewal that impacts your teaching and improves your students’ learning? Interested in advancing your abilities to conduct peer observations?

Join the Center for Teaching and Learning this spring for Mutual Mentors! Trios of faculty engage in: 1) intellectual peer coaching practices; 2) reciprocal classroom observations; 3) data collection; and 4) structured reflective dialogue – all designed to enhance teaching practices.

Mutual Mentors uses a mixed learning modality: learn content via Canvas; practice skills during synchronous Zoom sessions; and apply during peer teaching observations. Earn points along the way, using a gamified approach, to earn a digital badge that can be used towards your own promotion and/or tenure. This work is not evaluative but rather voluntary, supportive, and collaborative.

Check out the website to learn more and register. Launching Week 1, via Canvas, Mutual Mentors will run concurrent with the Spring 2022 academic term. Complete the application to participate! Registration closes February 25, 2022.

Hosted by Kelby Hahn and Brooke Howland

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