Services & Programs
Presentations and Workshops
The Center for Teaching and Learning hosts periodic lunch presentations and roundtable discussions 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 are aimed at providing faculty with focused support around topics such as course design, active learning techniques, and common pedagogical challenges. See the Calendar of Events for the current schedule.
CTL Innovation Mini-Grants
Faculty who have participated in specific CTL events may submit proposals for a mini-grant of $500-$2000 to support the implementation and assessment of a course re-design or new teaching innovation. Grant recipients meet with the CTL Director (and possibly other grant recipients) at least once prior to the beginning of the semester and at least once during the semester to discuss their projects. At the conclusion of the semester, grant recipients must present the results of their project to their department or program (e.g., in a brown bag seminar) and provide a report/portfolio that will be posted on the CTL website. See the call for proposals for full details.
CTL Reading Circles
Each semester, the CTL hosts informal discussions of current books relevant to our teaching. Participants receive a complimentary copy of the book and the opportunity to connect with other teaching-minded colleagues in a casual environment.
The CTL provides 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.
Scholarly Teaching Academy
The Center for Teaching and Learning Scholarly Teaching Academy supports both faculty success and student success by honoring and recognizing faculty who engage in the demanding work of pedagogical innovation and community-building. Academy members have demonstrated their commitment to pedagogical excellence by engaging in professional development, classroom innovation and reflective improvement; in addition, they have contributed to the SDSU community of teacher-scholars by sharing their expertise with colleagues.
STEP Program for New Faculty
The Scholarly Teaching through Evidence and Practice (STEP) Learning Community is open to tenure-track faculty in their second, third or fourth years at SDSU and supports them as they develop the knowledge and skills to become exceptional teacher-scholars. Participants meet monthly throughout the academic year as they implement evidence-based practices into their courses and reflect on their teaching. At the end of the year, faculty draft a teaching statement for use in their Personnel Data Summary, as well as present their innovations to departmental colleagues and develop final portfolios that can be shared with the wider campus community. See the 2016 Call for Applications for full details.
High-Impact Teaching Program
The Faculty Seminar and Learning Community on High-Impact Teaching provides the opportunity and support for collaborative exploration and individual integration of evidence-based approaches to teaching and learning. During the Spring semester, participants meet twice a month for 3-hour interactive working lunch sessions exploring a variety of evidence-based HIT practices, and develop plans to integrate one or more of these HIT practices into their Fall course(s). During the Fall semester, participants implement their teaching innovations and meet monthly to discuss progress as they refine and evaluate these new teaching methods. At the end of Fall, participants present their innovations to departmental colleagues and develop final portfolios that can be shared with the wider campus community. See the 2015 Request for Proposals for full details.
Topical Learning Communities
CTL Learning Communities provide the opportunity and support for selected faculty and staff to engage deeply in collaborative discussions about enhancing teaching and learning, and to build community towards their LC’s established goal. Each Learning Community comprises a group of selected faculty and staff who meet regularly throughout the academic year to explore a specific area of interest. Participants develop their professional knowledge and skills through activities such as seminars, readings and discussion; investigate, implement and assess new student-learning innovations; communicate project results to others on campus; and develop strategies for fostering on-going connections with the broader University community.