Long-term programming is tailored to the needs and interests of specific groups. Types of long-term programming includes:

New Faculty Members
New faculty members participate in a full-day orientation prior to the start of their first academic year, followed by monthly workshops. Topics include: institutional data and student demographics; first day of classes; development of a sound syllabus; defining and assessing student learning outcomes; learning styles/teaching styles; campus support services; student advising; student evaluation of teaching; small groups in the classroom; the reappointment process; long-range career planning. Long-term plans for the Center for Teaching and Learning include the establishment of a new faculty mentoring program.
 

Online Learning: An Overview
This eight-week, fully online course lets faculty members experience online learning from the perspective of a student, and introduces the key elements of an online course.  Topics include:

• the changed role of both students and faculty members in the online environment;
• building a learning community through communication and collaboration; and
• how to modify course content to best suit the medium.

Participants work collaboratively with peers to analyze and assess online course design elements and technologies, by critiquing online courses in different disciplines. Each participant takes one unit of a course they teach face-to-face and redesigns it for online learning.
 

Partners-in-Learning
Faculty members pair across schools to observe each others’ classrooms and interview the students. Partners meet regularly to share findings, and all the partners meet monthly to explore selected topics in more detail.
 

Faculty Learning Communities
Faculty learning communities (FLCs) are interdisciplinary groups of eight to 12 faculty members who commit to meeting monthly over the course of a year to investigate a common interest.   FLCs can be either topic-based (e.g., writing across the curriculum, incorporating technology in teaching, assessing student work, problem-based learning, etc.) or cohort-based (e.g. department chairs, new faculty, faculty members teaching a particular Core course, mid-career faculty, etc.). Each faculty member works on an individual project within the context of a supportive community of peers with similar interests and goals. Meeting agendas are determined by the participants; CTL staff members provide resources and support.