This document discusses the challenges facing higher education and the role of teaching centers in addressing these challenges. It provides a case study of the Center for Learning and Teaching (CLT) at the American University in Cairo. The CLT was established in 2002 and has grown its staff and programs over time. Key aspects of launching and sustaining the CLT included learning from other centers, listening to faculty needs, reaching many faculty, aligning with institutional priorities, gaining administrative support, institutionalizing initiatives, ongoing assessment, ensuring voluntary participation, and cultivating collegiality.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
Seeking to achieve teaching excellence and best practices in the classroom, an Academy for Meta-cognition was formulated to foster a community where faculty could share effective classroom engagement strategies and techniques and reflect on their teaching effectiveness utilizing a rubric.
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
Learning-centered practices such as learning communities, capstone courses, studio courses, ePortfolio initiatives and service learning have remained at the margins, sparkling and fading over the years. In addition to developing such practices directly, institutions of higher education need also to promote conditions that will allow learning-centered education to flourish and become the new normal. This presentation at the 2015 Lilly Conference in Bethesda MD outlined seven such foundations, ranging from specific kinds of leadership to specific kinds of support services. The session, lasting 75 minutes, was highly interactive and the slides include some notes taken during the session, in blue.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
Seeking to achieve teaching excellence and best practices in the classroom, an Academy for Meta-cognition was formulated to foster a community where faculty could share effective classroom engagement strategies and techniques and reflect on their teaching effectiveness utilizing a rubric.
Foundations for sustaining learning-centered practicesStephen C. Ehrmann
Learning-centered practices such as learning communities, capstone courses, studio courses, ePortfolio initiatives and service learning have remained at the margins, sparkling and fading over the years. In addition to developing such practices directly, institutions of higher education need also to promote conditions that will allow learning-centered education to flourish and become the new normal. This presentation at the 2015 Lilly Conference in Bethesda MD outlined seven such foundations, ranging from specific kinds of leadership to specific kinds of support services. The session, lasting 75 minutes, was highly interactive and the slides include some notes taken during the session, in blue.
The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.
[Lefebvre] [Multiple stakes in the ground] IFLA LBES 2016Diane Koen
Presentation made by [Madeleine Lefebvre] at the IFLA Library Buildings and Equipment Satellite Meeting. Illinois Institute of Technology, Chicago, August 10-11, 2016.
CLIR staff present the results of a 2011 survey of student engagement with projects funded through the Cataloging Hidden Special Collections and Archives program. See also:
http://www.clir.org/hiddencollections/student_survey_results.html
CLIR officers describe results of recent survey of student engagement in Cataloging Hidden Special Collections and Archives projects. See also: http://www.clir.org/hiddencollections/student_survey_results.html
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Cultivating an Active Learning Community at the Library
Danielle Dion, Director of De Paul Library; Ashley Creek, Access Services Librarian; Lindsay Schettler, Special Collections & Content Management Librarian; University of Saint Mary, Leavenworth, KS (FTE: 1600)
Big Talk From Small Libraries 2017
February 24, 2017
http://nlcblogs.nebraska.gov/bigtalk/
What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
UAlbany Open Access Day Presentation on OER GrantElaine Lasda
Ope Educational Resources or OERs improve student outcomes, learning objectives and retention. This is the collection of slides from my presentation with J. Slichko outlining the details of our incentivized worshops offered as a partnership between UAlbany IT Services and the Libraries, funded by a SUNY IITG grant.
The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.
[Lefebvre] [Multiple stakes in the ground] IFLA LBES 2016Diane Koen
Presentation made by [Madeleine Lefebvre] at the IFLA Library Buildings and Equipment Satellite Meeting. Illinois Institute of Technology, Chicago, August 10-11, 2016.
CLIR staff present the results of a 2011 survey of student engagement with projects funded through the Cataloging Hidden Special Collections and Archives program. See also:
http://www.clir.org/hiddencollections/student_survey_results.html
CLIR officers describe results of recent survey of student engagement in Cataloging Hidden Special Collections and Archives projects. See also: http://www.clir.org/hiddencollections/student_survey_results.html
ePortfolios as Catalyst - Connections 2015Marc Zaldivar
Using the Catalyst Model derived from the Connect-to-Learning Grant (http://c2l.mcnrc.org), I'm doing a presentation on the ePortfolio cycle for Connections 2015, Blacksburg, VA, May 2015.
Cultivating an Active Learning Community at the Library
Danielle Dion, Director of De Paul Library; Ashley Creek, Access Services Librarian; Lindsay Schettler, Special Collections & Content Management Librarian; University of Saint Mary, Leavenworth, KS (FTE: 1600)
Big Talk From Small Libraries 2017
February 24, 2017
http://nlcblogs.nebraska.gov/bigtalk/
What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
UAlbany Open Access Day Presentation on OER GrantElaine Lasda
Ope Educational Resources or OERs improve student outcomes, learning objectives and retention. This is the collection of slides from my presentation with J. Slichko outlining the details of our incentivized worshops offered as a partnership between UAlbany IT Services and the Libraries, funded by a SUNY IITG grant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Dr. Aziza Ellozy,
Center for Learning and Teaching
Founding Director,
Associate Dean for Learning Technologies
aellozy@aucegypt.edu
Launching and Sustaining
Teaching Centers: a case study
PFDP 5th Academic Colloquium
Ramallah, July 2011
2. Higher Education Challenges and
the Role of Teaching Centers
Sorcinelli et al. 2006
conducted major study
• the academic world and
the challenges it faces
are becoming more
complex
• Three primary
challenges
o the changing nature of
Teaching, Learning and
Scholarship
o The changing nature of
the student body
o The changing
professoriate
5. Innovations do not come easily
• FACULTY
• BIGGEST
CHALLENGES
• Are involved in their
discipline/dept
• Teaching is a private
activity – pedagogical
innovations remain
isolated, rarely
disseminated
• Workload – innovations
demand time
• Shift to student-centered
teaching
6. Learner-centered
Teaching Concerns
• Fear about lack of
content coverage
• Less control over
assessment
activities
• Require unfamiliar
teaching skills
• Resistance from
students
8. Faculty development programs
• Focus on improving the quality and effectiveness
of teaching and learning by working WITH
faculty
• There are many models of faculty development
programs – a lot of variation among them
This variation is essential and appropriate – each
must fit the institution's culture
9. Examples of Models
• Single, campus-wide
center**(“Teaching center”)
• Multi-campus cooperative programs
• Special centers with targeted limited goals
10. Single, Campus-Wide Center
• Numerous Programs offerings to serve a large
audience.
Example:
• Workshops, symposia, fora
• Individual consultations
• Formative assessment activities
• Technology integration for teaching and learning
• Development of Instructional Materials
• Newsletter
• Program for Teaching Assistants
• Scholarship of Teaching and Learning
• Resource library (physical or online) ETC
11. Single, Campus-Wide Center
Two types:
• Centers mainly organized for teaching
development
o Center for Teaching: University of Mass. Amherst**
o The Searle Center for Teaching Excellence :
Northwestern University
• Centers organized for teaching development +
integration of technology to support teaching and
learning
o Center for Teaching and Learning, UNC Chapel Hill
13. • Our experience, and
the experience of
other similar centers,
will not necessarily be
applicable to your
institutions
• But you may find that
some of our
successful initiatives
can be adapted to fit
your particular needs -
and what we have
learned from others
may trigger ideas of
your own
14. • 2002: Established with the help of a 3-year
Mellon grant, in which AUC cost-shared after the
first year
• Campus-wide center, staffed and budgeted
within the institution. CLT serves entire institution
• CLT Director reports to Dean of Libraries and
Learning Technologies (under the Provost)
15. • Staff
2002- 2003:
o Director (faculty) - F 2002
o Associate Director (faculty) – S 2003
o Instructional/multimedia specialist - F 2002
o Administrative assistant - F 2002
16. CLT FACULTY/STAFF - 2010-2011
RANK/POSITION EXPERTISE
Professor of Practice, Director Pedagogy, Assessment & Instructional
Technologies
Professor of Practice, Associate Director Pedagogy & Assessment
Senior Manager, Pedagogy and Assessment Pedagogy & Assessment
Manager, Pedagogy and Assessment Pedagogy & Assessment
Manager, Instructional Multimedia Multimedia & Video Services and educational
technology
CLT Officer, Pedagogy and Assessment (2) Pedagogy & Assessment
CLT Officer, Instructional Multimedia Multimedia Services and educational technology
Senior Specialist, Instructional Multimedia Multimedia Services
Administration Assistant CLT Administration & Budget
STA Program Coordinator STA Program Administration
TODAY
17. Additional 1 FTE CLT FACULTY: 2011-2012
JOINT FACULTY POSITION WITH THE
GRADUATE SCHOOL OF EDUCATION
JOINT FACULTY POSITION WITH THE
SCHOOL OF SCIENCES AND
ENGINEERING
19. 1. Do Not Reinvent the Wheel
• See what other Centers are doing
• Visit them if possible (come to Cairo!)
Institutions I visited
(arranged by Mellon Foundation)
oMount Holyoke
oSmith College
oAmherst College
oHampshire College
oCenter for Teaching: University of Mass.
Amherst**
20. • Mount Holyoke Met faculty doing very
• Smith College innovative projects using
technology. {Got idea of STA Program}
• Amherst College
• Hampshire College
• Center for Teaching: University of
Mass. Amherst** {Got idea of mid semester
assessment}
• The Center For Educational
Technologies In Middlebury Mellon
funded program that serves 37 institutions
21. Virtual Mentor (s)
• Center for Teaching:
University of Mass. Amherst MET
MARY DEANE SORCINELLY
DURING VISIT TO HER
CENTER. I did not know it at
the time but she became my
virtual mentor. I saw how the
Center was set up, got some
very good ideas and little by
little implemented what suited
the purpose of our
community.Our collaboration
extended through the years
since
23. 2. Listen To Your Constituents
• Interview department chairs – Participate in
departmental meetings
• Listen to their suggestions
24. (from a 2003 presentation)
Found out AUC Faculty
members’ main concern:
learning to use new
technologies involved too
much time.
Courtesy www.eakles.com
25. Our Solution: The Student Technology Assistant
(STA) Program
Participants: 27 faculty members Participants: 7 graduate students
(from a 2003 presentation)
Pilot F 2002
26. I would recommend this program to a colleague
Strongly Agree
Agree
Disagree/
Strongly disagree
Num
ber
of
facult
y
mem
bers
High degree of
faculty satisfaction
with the program
“Excellent”
“Terrific”
“Much needed…”
“5 on a 5 point scale”
“Highly recommended. My compliments…”
“Extremely helpful”
“Outstanding”
“Extremely convenient”
“Very useful”
(from a 2003 presentation)
SURVEY
FEEDBACK
27. Number of Faculty using STAs/year
STUDENT TECHNOLOGY ASSISTANT (STA)
PROGRAM
28. 3. Reach As Many Faculty As
Possible
• Newsletter
“New Chalk Talk” is CLT’s
biweekly newsletter: it
primarily focuses on
teaching matters and is
widely distributed on
campus.
Reaches faculty who are
reluctant to participate in
other ways
41. 7. Keep a database and
Assess…Assess…Assess…
your programs’ performance
who participates, how much they
participate, how satisfied were they?
42. New Chalk Talk Readership (N=124)
“Please indicate how often you read
the CLT Newsletter (New Chalk Talk)”
From faculty survey F2010
(N=124)
Number of issues/year
New Chalk Talk
43. 8. Make sure that participation is
voluntary , confidential, and non-
evaluative
44. “Ten Principles of Good Practice In
Creating and Sustaining Teaching and
Learning Centers.”
Sorcinelli, M. D. (2002).
K. H. Gillespie, L. R. Hilsen, & E. C. Wadsworth
(Eds.), A guide to faculty development:
Practical advice, examples, and resources
Chapter 2
More on the subject…
47. References
• “Reform and Innovation in Higher Education, A Literature Review, National
Center for Postsecondary Improvement, http://ncpi.stanford.edu
• Ambrose, S. (1995). Fitting programs to institutional cultures: The founding
and evolution of the university teaching center. In P. Seldin (Ed.), Improving
college teaching (pp. 77-90). Bolton, MA: Anker.
• Holton, S. A. (2002). Promoting your professional development program. In K.
H. Gillespie, L. R. Hilsen, & E. C. Wadsworth (Eds.), A guide to faculty
development: Practical advice, examples, and resources (pp. 100-107).
Boston: Anker.
• Nemko, M., & Simpson, R. D. (1991). Nine keys to enhancing campus wide
influence of faculty development centers. In K. J. Zahorski (Ed.), To improve
the academy: Vol. 10. Resources for student, faculty, and institutional
development (pp. 83-87). Stillwater, OK: New Forums Press.
• Sorcinelli, M. D. (2002). Ten principles of good practice in creating and
sustaining teaching and learning centers. In K. H. Gillespie, L. R. Hilsen, & E.
C. Wadsworth (Eds.), A guide to faculty development: Practical advice,
examples, and resources (pp. 9-23). Boston: Anker.