Mission and Goals
CTL promotes effective learning and teaching at SDSU through collaborative ventures with individual faculty, academic units, support services, and campus leaders. The Center serves as a campus clearinghouse for information about teaching and learning resources, promoting and facilitating connections throughout the University’s teaching community to foster and support a culture of inclusive excellence for all faculty and students. Through workshops, presentations, individual interactions and community-building initiatives, CTL assists instructors to use evidence-based practices in the classroom and to engage in a scholarly approach to teaching. Specifically, this means working with other campus units such as Instructional Technology Services, Library and Information Services, Faculty Advancement and the Division of Student Affairs to help faculty and staff to…
- define learning goals;
- explore, understand, and improve learning processes;
- create evidence-based, inclusive learning environments and activities that improve student success;
- apply sound principles of teaching, learning, and technology to the design of courses and academic programs;
- design, organize and implement high-impact and transformational learning opportunities;
- assess the effectiveness of educational services and systems and utilize assessment data to guide improvements; and
- reflect and share effective practices and experiences with others in the teaching community.
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.
To support this mission, CTL provides a range of events and services, including:
- a series of periodic lunch presentations and other events open to all faculty and student support professionals on contemporary issues in teaching and learning ranging from the design of learning activities to cultural and psychological factors in student learning and achievement;
- hands-on workshops aimed at providing faculty with focused support around topics such as course design, active learning techniques or common pedagogical challenges;
- orientations and other events for new faculty;
- support and facilitation for formal and informal learning communities of faculty and staff;
- confidential and supportive services to individual faculty members at their request, assisting with reviews of teaching evaluation data and improvement of classroom presentations and activities;
- representation for SDSU on the California State University Faculty Development Council.
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.