The vision of the Center for Teaching and Learning is for all faculty to feel part of a community of scholarly, reflective teachers, using evidence-based, inclusive pedagogy to foster deep learning for all students.
Mission and Goals
The mission of the Center for Teaching and Learning is to support student success by engaging SDSU faculty in a scholarly approach to teaching and fostering a culture of inclusive excellence in teaching and learning.
WHO: The CTL assists any person involved with students in an instructional context but primarily faculty, both tenure-track and lecturers, at any rank. We collaborate closely with other units across campus, including Instructional Technology Services, Library and Information Services, Faculty Advancement and the Division of Student Affairs.
WHAT: The CTL serves as a campus clearinghouse for information about teaching and learning resources, promoting and facilitating connections throughout the University’s teaching community. We assist instructors to:
- Engage in a scholarly approach to teaching
- Use evidence-based teaching practices
- Engage all students in deep learning
- Effectively assess student learning and teaching innovations
- Create and assess effective academic programs
- Reflect and share effective pedagogical practices and experiences with others in the teaching community.
The CTL also plays a key role in improving university polices related to teaching and student success by working with the University Senate, Faculty Affairs Committee and the Office of Faculty Advancement.
HOW: The CTL serves the SDSU teaching community in a number of ways, including:
Director, SDSU Center for Teaching & Learning
Dr. Jennifer Imazeki is a Senate Distinguished Professor and Professor of Economics with a passion for teaching and education at all levels. Since joining the faculty at San Diego State in 2000, she has taught a range of economics courses, from a 500-seat section of Principles of Microeconomics to a writing-intensive course for economics majors. She also designed a data analysis course with a particular focus on quantitative literacy, which led to working with Mark Maier to write a new edition of The Data Game: Controversies in Social Science Statistics. In all of her courses, she uses active learning approaches, and has been an advocate for active learning in general, particularly using technology and team-based learning. Her contributions to the economics education community include several journal articles and book chapters on various aspects of teaching economics and she writes one of the few blogs focused on teaching economics.
Dr. Imazeki’s interest in education and good teaching extends beyond the university level. She is on the Board of the San Diego Center for Economic Education, where she has worked on projects to train middle and high school teachers in using economics to teach Common Core skills, and she created an Economics for Teachers course for SDSU undergrads working toward their single-subject teaching credential in social science. This dovetails with her research on the economics of K-12 education, including work on school finance reform, adequacy and teacher labor markets. She has published several articles on education policy in a range of professional journals, books and policy outlets, and provided analysis for multiple court cases related to educational adequacy. She is a member of the American Economic Association, the Association of Public Policy Analysis and Management, and has served on the Board of Directors of the Association of Education Finance and Policy and the AEA’s Committee on the Status of Women in the Economics Profession. She is an Associate Editor for the American Economist, the journal of Omicron Delta Epsilon (the international honor society in economics) and the managing editor for Conditions of Education in California, the blog for Policy Analysis in California Education (PACE).
Dr. Imazeki received her Bachelor’s degree from Pomona College and her M.A. and Ph.D. from the University of Wisconsin-Madison, all in economics.