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Acad
emic
Affa
irs su
ppor
t for
Adm
inist
rato
rsEm
eritu
s Fac
ulty
Full-
time
Inst
ruct
ors
Grad
uate
Teac
hing
Ass
istan
tsGr
adua
te R
esea
rch
Assis
tant
sIN
TO O
SU F
acul
tyPa
rt-t
ime
Inst
ruct
ors
Post
-Doc
tora
l Sch
olar
sPr
ofes
siona
l Fac
ulty
Rese
arch
Fac
ulty
Staff
Stud
ents
Tenu
red/
Tenu
re-T
rack
Fac
ulty
Adva
ncin
g Te
achi
ng E
xcel
lenc
e
CTL
prov
ides
lear
ning
opp
ortu
nitie
s bas
ed o
n cu
rren
t res
earc
h an
d be
st p
ract
ices
for
Effe
ctiv
e Pr
ofes
siona
l Dev
elop
men
t
• Im
prov
es le
arni
ng w
ith re
sear
ch b
ased
pra
ctic
es.
• M
odel
s sou
nd in
stru
ctio
nal d
esig
n.
• Invi
tes s
chol
arly
act
ivity
and
form
alize
d in
quiry
.
• Ren
ews u
s.
• Enh
ance
s our
col
lect
ive
com
mitm
ent t
o
educ
atio
nal e
xcel
lenc
e.
~Na
tiona
l Sta
ff De
velo
pmen
t Sta
ndar
ds, 2
001
CTL
alig
ns a
ll lea
rnin
g op
port
uniti
es to
the
OSU
Str
ateg
ic P
lan
Go
al 1.
Pro
vide
a tr
ansf
orm
ativ
e ed
ucat
iona
l
expe
rienc
e fo
r all l
earn
ers.
Go
al 2
. Dem
onst
rate
lead
ersh
ip in
rese
arch
,
scho
lars
hip,
and
cre
ativ
ity.
Go
al 3
. Str
engt
hen
impa
ct a
nd re
ach
thro
ugho
ut O
rego
n an
d be
yond
.
~St
rate
gic
Plan
3.0
Ste
erin
g Co
mm
ittee
, 201
4
In a
lignm
ent w
ith u
nive
rsity
-wid
e eff
orts
, a c
ompr
ehen
sive
Bacc
alau
reat
e Co
re re
view
resu
lted
in th
e ad
optio
n of
a se
t of
goal
s enc
ompa
ssin
g un
derg
radu
ate
lear
ning
, gen
eral
edu
catio
n,
and
the
co-c
urric
ulum
. Fac
ulty
focu
s gro
ups r
evea
led
subs
tan-
tial in
tere
st in
adv
anci
ng te
achi
ng d
evel
opm
ent a
nd st
uden
t le
arni
ng in
thes
e se
ven
area
s. C
TL su
ppor
ts th
ese
Lea
rnin
g Go
als f
or G
radu
ates
(LGG
s)
1.
Com
pete
ncy
and
Know
ledg
e in
Mul
tiple
Fie
lds
2.
Cr
itica
l �in
king
3.
Pl
ural
ism a
nd C
ultu
ral L
egac
ies
4.
Co
llabo
ratio
n
5.
Soci
al R
espo
nsib
ility
and
Sust
aina
bilit
y
6.
Com
mun
icat
ion
7.
Se
lf-Aw
aren
ess a
nd L
ife-L
ong
Lear
ning
Cont
act u
s at 4
19 L
InC
541
.737
.281
6 ht
tp:/
/ore
gons
tate
.edu
/ctl
Visit
our
web
site
or c
onta
ct u
s to
lear
n m
ore
abou
t the
add
ition
al se
rvic
es w
e pr
ovid
e.Vi
sit o
ur w
ebsit
e or
con
tact
us t
o le
arn
mor
e ab
out t
he a
dditi
onal
serv
ices
we
prov
ide.
�is
info
rmat
ion
is av
aila
ble
in a
n al
tern
ativ
e fo
rmat
by
cont
actin
g CT
L.
Acad
emic
Affa
irs su
ppor
t for
Adm
inist
rato
rsEm
eritu
s Fac
ulty
Full-
time
Inst
ruct
ors
Grad
uate
Teac
hing
Ass
istan
tsGr
adua
te R
esea
rch
Assis
tant
sIN
TO O
SU F
acul
tyPa
rt-t
ime
Inst
ruct
ors
Post
-Doc
tora
l Sch
olar
sPr
ofes
siona
l Fac
ulty
Rese
arch
Fac
ulty
Staff
Stud
ents
Tenu
red/
Tenu
re-T
rack
Fac
ulty
Adva
ncin
g Te
achi
ng E
xcel
lenc
e
CTL
prov
ides
lear
ning
opp
ortu
nitie
s bas
ed o
n cu
rren
t res
earc
h an
d be
st p
ract
ices
for
Effe
ctiv
e Pr
ofes
siona
l Dev
elop
men
t
• Im
prov
es le
arni
ng w
ith re
sear
ch b
ased
pra
ctic
es.
• M
odel
s sou
nd in
stru
ctio
nal d
esig
n.
• Invi
tes s
chol
arly
act
ivity
and
form
alize
d in
quiry
.
• Ren
ews u
s.
• Enh
ance
s our
col
lect
ive
com
mitm
ent t
o
educ
atio
nal e
xcel
lenc
e.
~Na
tiona
l Sta
ff De
velo
pmen
t Sta
ndar
ds, 2
001
CTL
alig
ns a
ll lea
rnin
g op
port
uniti
es to
the
OSU
Str
ateg
ic P
lan
Go
al 1.
Pro
vide
a tr
ansf
orm
ativ
e ed
ucat
iona
l
expe
rienc
e fo
r all l
earn
ers.
Go
al 2
. Dem
onst
rate
lead
ersh
ip in
rese
arch
,
scho
lars
hip,
and
cre
ativ
ity.
Go
al 3
. Str
engt
hen
impa
ct a
nd re
ach
thro
ugho
ut O
rego
n an
d be
yond
.
~St
rate
gic
Plan
3.0
Ste
erin
g Co
mm
ittee
, 201
4
In a
lignm
ent w
ith u
nive
rsity
-wid
e eff
orts
, a c
ompr
ehen
sive
Bacc
alau
reat
e Co
re re
view
resu
lted
in th
e ad
optio
n of
a se
t of
goal
s enc
ompa
ssin
g un
derg
radu
ate
lear
ning
, gen
eral
edu
catio
n,
and
the
co-c
urric
ulum
. Fac
ulty
focu
s gro
ups r
evea
led
subs
tan-
tial in
tere
st in
adv
anci
ng te
achi
ng d
evel
opm
ent a
nd st
uden
t le
arni
ng in
thes
e se
ven
area
s. C
TL su
ppor
ts th
ese
Lea
rnin
g Go
als f
or G
radu
ates
(LGG
s)
1.
Com
pete
ncy
and
Know
ledg
e in
Mul
tiple
Fie
lds
2.
Cr
itica
l �in
king
3.
Pl
ural
ism a
nd C
ultu
ral L
egac
ies
4.
Co
llabo
ratio
n
5.
Soci
al R
espo
nsib
ility
and
Sust
aina
bilit
y
6.
Com
mun
icat
ion
7.
Se
lf-Aw
aren
ess a
nd L
ife-L
ong
Lear
ning
Cont
act u
s at 4
19 L
InC
541
.737
.281
6 ht
tp:/
/ore
gons
tate
.edu
/ctl
Visit
our
web
site
or c
onta
ct u
s to
lear
n m
ore
abou
t the
add
ition
al se
rvic
es w
e pr
ovid
e.Vi
sit o
ur w
ebsit
e or
con
tact
us t
o le
arn
mor
e ab
out t
he a
dditi
onal
serv
ices
we
prov
ide.
�is
info
rmat
ion
is av
aila
ble
in a
n al
tern
ativ
e fo
rmat
by
cont
actin
g CT
L.
Pers
onal
Dev
elop
men
t: CT
L ad
voca
tes f
or a
wor
k/lif
e ba
lanc
e an
d su
ppor
ts
the
deve
lopm
ent o
f tea
cher
iden
tity,
bel
iefs
, and
va
lues
thro
ugh
refle
ctiv
e pr
actic
es.
Prof
essio
nal D
evel
opm
ent:
CTL
supp
orts
edu
cato
rs th
roug
hout
the
adva
nce-
men
t of t
heir
prof
essio
nal t
each
ing
care
ers.
Inst
ruct
iona
l and
Ped
agog
ical
Dev
elop
men
t: CT
L fo
ster
s the
impl
emen
tatio
n of
rese
arch
-bas
ed
peda
gogi
cal p
ract
ices
that
incr
ease
stud
ent l
earn
ing.
Cour
se, C
urric
ulum
, and
Pro
gram
Dev
elop
men
t: CT
L fa
cilit
ates
the
crea
tion
of c
ours
e, c
urric
ulum
, an
d pr
ogra
m d
esig
ns w
hich
stra
tegi
cally
mov
e st
u-de
nts t
owar
d ar
ticul
ated
out
com
es.
Orga
niza
tiona
l Dev
elop
men
t: CT
L nu
rtur
es th
e in
terr
elat
ions
hips
and
effe
ctiv
enes
s of
pro
gram
, dep
artm
ent,
adm
inist
rativ
e, a
nd in
stitu
-tio
n- w
ide
goal
s.
Mos
t of C
TL’s
serv
ices
are
del
iver
ed th
roug
h a
varie
ty o
f m
etho
ds in
clud
ing
web
inar
s, v
irtua
l con
sulta
tions
, hyfl
ex
PLCs
, and
mor
e. �
ese
met
hods
pro
vide
out
reac
h to
oth
er
OSU
cam
puse
s and
flex
ible
par
ticip
atio
n op
tions
for a
ll.
CTL
prov
ides
a fo
rum
for a
dvan
cing
teac
hing
ex
celle
nce
thro
ugh
disc
ussio
ns a
nd in
tera
ctiv
e,
hand
s-on
act
iviti
es in
five
key
are
as o
f
Pro
fess
iona
l Tea
chin
g De
velo
pmen
t & Te
ch S
uppo
rt
Part
icip
ate
in a
con
fiden
tial In
divi
dual
or G
roup
Con
sulta
-tio
n w
ith a
cen
ter m
embe
r on
som
e as
pect
of t
each
ing.
Effec
tive:
“A
brie
f ser
ies o
f con
sulta
tions
with
Bro
oke
and
Narg
as
cove
red
a th
orou
gh re
view
and
exp
ert f
eedb
ack
on th
e fo
rmat
s,
teac
hing
obj
ectiv
es, s
trat
egie
s, ta
ctic
s, a
nd m
odes
use
d in
my
unde
rgra
duat
e cl
asse
s. �
ese
cons
ulta
tions
hav
e im
med
iate
eff
ect o
n th
e co
urse
s I te
ach.
One
of m
y be
st, m
ost e
ffici
ent t
ime
inve
stm
ents
eve
r.”~L
ech
Mus
zyns
ki, C
olle
ge o
f For
estr
y
Atte
nd P
rogr
am &
Col
lege
-Lev
el W
orks
hops
incl
udin
g ou
r lar
ge-s
cale
Sym
posia
whi
ch fo
ster
con
vers
atio
ns a
nd
cele
brat
ions
aro
und
the
scho
lars
hip
of te
achi
ng.
Inva
luab
le: “
Kay
Sagm
iller’s
pre
sent
atio
n w
as in
valu
able
in a
d-dr
essin
g on
e of
the
basic
crit
icism
s rec
eive
d du
ring
our g
radu
ate
revi
ew (g
ener
al la
ck o
f pro
gram
mat
ic c
urric
ulum
and
defi
ned
SLOs
). �
irty
facu
lty w
ere
enga
ged
durin
g th
e ac
tiviti
es sh
e le
d an
d w
ere
thou
ghtfu
l and
disc
ussa
nt a
fterw
ards
.”
~Dav
id H
anna
way
, Dep
artm
ent o
f Cro
p an
d So
il Sci
ence
Use
a w
ide
rang
e of
app
roac
hes (
i.e. p
eer o
bser
vatio
ns,
surv
eys,
vid
eo re
cord
ings
) to
colle
ct a
nd a
naly
ze P
eer
and/
or S
tude
nt F
eedb
ack
on y
our t
each
ing
and
your
st
uden
ts’ l
earn
ing.
CTL
staff
and
/or T
each
ing
Tria
d PL
C gr
adua
tes w
ill su
ppor
t you
in R
espo
nsiv
e Te
achi
ng.
Enha
nced
: “�
e id
eas a
nd st
rate
gies
lear
ned
in Te
achi
ng T
riads
im
pact
ed h
ow I t
hink
abo
ut a
nd c
ondu
ct p
eer t
each
er o
bser
-va
tions
. Eve
ry in
stru
ctor
at t
he u
nive
rsity
wou
ld w
elco
me
peer
ob
serv
atio
ns if
they
und
erst
ood
and
prac
ticed
this
proc
ess.
I’ve
de
velo
ped
auth
entic
way
s to
help
me
and
my
peer
s im
prov
e ou
r te
achi
ng w
hile
elim
inat
ing
the
pres
sure
s of “
eval
uatio
n.”
~Sar
a W
right
, Sch
ool o
f Edu
catio
n
Find
mat
eria
ls fro
m sp
onso
red
even
ts a
nd ju
st-i
n-tim
e Re
sour
ces (
incl
udin
g ex
ampl
es, r
eadi
ngs,
and
links
) ad-
vanc
ing
effec
tive
teac
hing
and
lear
ning
on
CTL’s
web
site.
Evid
ence
Bas
ed: “
I just
wan
ted
to le
t you
kno
w I a
ppre
ciat
e th
is in
form
atio
n. It
’s n
ice
to se
e so
me
grea
t, ev
iden
ce-b
ased
reco
m-
men
datio
ns fo
r the
firs
t day
of t
each
ing!
�an
ks fo
r all y
ou d
o!”
~Brid
get H
atfie
ld, C
olle
ge o
f Pub
lic H
ealth
and
Hum
an S
cien
ces
Cont
act C
TL to
lear
n ab
out t
he a
dditi
onal
serv
ices
we
offer
.
Part
icip
ate
in a
col
legi
al P
rofe
ssio
nal
Lear
ning
Com
mun
ity o
f cro
ss-d
iscip
linar
y te
ache
rs
for i
nqui
ry-b
ased
facu
lty d
evel
opm
ent
arou
nd a
foca
l poi
nt.
�ro
ugh
form
alize
d ob
serv
atio
ns o
f tea
chin
g, fe
edba
ck,
and
dial
ogue
the
Teac
hing
Tria
ds P
LC su
ppor
ts c
olle
ague
s in
iden
tifyi
ng a
nd d
evel
opin
g eff
ectiv
e te
achi
ng st
rate
gies
th
at p
rom
ote
stud
ent s
ucce
ss.
Conv
inci
ng: “
Whe
n I s
tart
ed Te
achi
ng T
riads
I tho
ught
“th
is isn
’t fo
r me”
but
I con
tinue
d an
yway
. As t
he T
riad
mov
ed fo
rwar
d I
star
ted
to se
e ho
w th
e co
gniti
ve c
oach
ing
expe
rienc
e ap
plie
s to
all d
iscip
lines
. I st
arte
d ou
t a sk
eptic
and
fini
shed
with
a c
oncr
ete
way
to im
prov
e m
y te
achi
ng p
ract
ice.
”~D
an R
ockw
ell,
Mat
hem
atic
s
In th
e Tr
ansf
orm
ativ
e Cu
rric
ulum
PLC
exp
lore
topi
cs
rela
ted
to tr
ansf
orm
ativ
e ed
ucat
ion
and
desig
n co
urse
s th
at a
lign
with
pro
gram
mat
ic a
nd in
stitu
tiona
l goa
ls.
Tran
sfor
mat
ive:
“�
is PL
C ha
s bee
n tr
uly
tran
sfor
mat
ive!
Brin
g-in
g a
bala
nce
of th
eory
and
pra
ctic
e w
as a
use
ful w
ay fo
r me
to
lear
n m
ore
abou
t effe
ctiv
e te
achi
ng. I
’ll b
e ap
plyi
ng so
me
of th
e kn
owle
dge
I gai
ned
in m
y co
urse
s and
also
thin
king
of w
ays t
o st
rate
gica
lly sh
are
wha
t I le
arne
d w
ith m
y co
lleag
ues.
” ~P
hilip
Pep
e, In
tegr
ativ
e Bi
olog
y
Lear
n ab
out h
ybrid
ped
agog
y an
d co
urse
rede
sign
to
effec
tivel
y in
tegr
ate
onlin
e le
arni
ng in
to o
n-ca
mpu
s co
urse
s in
the
Hybr
id C
ours
e In
itiat
ive.
“How
” I T
each
: “�
is hy
brid
cou
rse
deve
lopm
ent p
rogr
am h
as
me
exci
ted
and
fasc
inat
ed a
nd sc
ared
and
unc
erta
in a
ll at t
he
sam
e tim
e. .
. . I
don’
t kno
w if
I hav
e ev
er th
ough
t so
muc
h ab
out H
OW I t
each
in su
ch a
con
cent
rate
d pe
riod
of ti
me.
” ~
Amy
Harw
ell,
Inte
grat
ive
Biol
ogy
Deve
lop
a Te
achi
ng P
ortfo
lio o
f col
lect
ed m
ater
ials,
artif
acts
, and
refle
ctio
ns a
s a su
pple
men
t to
your
pr
ofes
siona
l dos
sier t
hat i
llum
inat
es y
our u
niqu
e ap
proa
ch to
teac
hing
and
lear
ning
.
Refle
ct &
Gro
w: “
�is
is a
mor
e fo
rmal
repr
esen
tatio
n of
wha
t oc
curs
info
rmal
ly w
ith g
reat
freq
uenc
y: th
ough
tful d
iscus
sion
of m
y te
achi
ng a
nd o
n ho
w it
affe
cts o
r is a
ffect
ed b
y ot
hers
; an
d ho
nest
and
thou
ghtfu
l disc
ussio
n of
act
iviti
es, a
ssig
nmen
ts,
lect
ures
, and
gra
ding
in la
rge-
clas
s size
s tha
t hav
e be
en su
c-ce
ssfu
l or c
ould
per
haps
be
mor
e su
cces
sful
. �is
is ho
w te
ache
rs
impr
ove,
and
as a
teac
her w
ho h
olds
her
self
to v
ery
high
stan
-da
rds,
I see
k ou
t the
se o
ppor
tuni
ties t
o re
flect
and
to g
row
.”~I
sabe
lle B
rock
, Col
lege
of L
iber
al A
rts
Pers
onal
Dev
elop
men
t: CT
L ad
voca
tes f
or a
wor
k/lif
e ba
lanc
e an
d su
ppor
ts
the
deve
lopm
ent o
f tea
cher
iden
tity,
bel
iefs
, and
va
lues
thro
ugh
refle
ctiv
e pr
actic
es.
Prof
essio
nal D
evel
opm
ent:
CTL
supp
orts
edu
cato
rs th
roug
hout
the
adva
nce-
men
t of t
heir
prof
essio
nal t
each
ing
care
ers.
Inst
ruct
iona
l and
Ped
agog
ical
Dev
elop
men
t: CT
L fo
ster
s the
impl
emen
tatio
n of
rese
arch
-bas
ed
peda
gogi
cal p
ract
ices
that
incr
ease
stud
ent l
earn
ing.
Cour
se, C
urric
ulum
, and
Pro
gram
Dev
elop
men
t: CT
L fa
cilit
ates
the
crea
tion
of c
ours
e, c
urric
ulum
, an
d pr
ogra
m d
esig
ns w
hich
stra
tegi
cally
mov
e st
u-de
nts t
owar
d ar
ticul
ated
out
com
es.
Orga
niza
tiona
l Dev
elop
men
t: CT
L nu
rtur
es th
e in
terr
elat
ions
hips
and
effe
ctiv
enes
s of
pro
gram
, dep
artm
ent,
adm
inist
rativ
e, a
nd in
stitu
-tio
n- w
ide
goal
s.
Mos
t of C
TL’s
serv
ices
are
del
iver
ed th
roug
h a
varie
ty o
f m
etho
ds in
clud
ing
web
inar
s, v
irtua
l con
sulta
tions
, hyfl
ex
PLCs
, and
mor
e. �
ese
met
hods
pro
vide
out
reac
h to
oth
er
OSU
cam
puse
s and
flex
ible
par
ticip
atio
n op
tions
for a
ll.
CTL
prov
ides
a fo
rum
for a
dvan
cing
teac
hing
ex
celle
nce
thro
ugh
disc
ussio
ns a
nd in
tera
ctiv
e,
hand
s-on
act
iviti
es in
five
key
are
as o
f
Pro
fess
iona
l Tea
chin
g De
velo
pmen
t & Te
ch S
uppo
rt
Part
icip
ate
in a
con
fiden
tial In
divi
dual
or G
roup
Con
sulta
-tio
n w
ith a
cen
ter m
embe
r on
som
e as
pect
of t
each
ing.
Effec
tive:
“A
brie
f ser
ies o
f con
sulta
tions
with
Bro
oke
and
Narg
as
cove
red
a th
orou
gh re
view
and
exp
ert f
eedb
ack
on th
e fo
rmat
s,
teac
hing
obj
ectiv
es, s
trat
egie
s, ta
ctic
s, a
nd m
odes
use
d in
my
unde
rgra
duat
e cl
asse
s. �
ese
cons
ulta
tions
hav
e im
med
iate
eff
ect o
n th
e co
urse
s I te
ach.
One
of m
y be
st, m
ost e
ffici
ent t
ime
inve
stm
ents
eve
r.”~L
ech
Mus
zyns
ki, C
olle
ge o
f For
estr
y
Atte
nd P
rogr
am &
Col
lege
-Lev
el W
orks
hops
incl
udin
g ou
r lar
ge-s
cale
Sym
posia
whi
ch fo
ster
con
vers
atio
ns a
nd
cele
brat
ions
aro
und
the
scho
lars
hip
of te
achi
ng.
Inva
luab
le: “
Kay
Sagm
iller’s
pre
sent
atio
n w
as in
valu
able
in a
d-dr
essin
g on
e of
the
basic
crit
icism
s rec
eive
d du
ring
our g
radu
ate
revi
ew (g
ener
al la
ck o
f pro
gram
mat
ic c
urric
ulum
and
defi
ned
SLOs
). �
irty
facu
lty w
ere
enga
ged
durin
g th
e ac
tiviti
es sh
e le
d an
d w
ere
thou
ghtfu
l and
disc
ussa
nt a
fterw
ards
.”
~Dav
id H
anna
way
, Dep
artm
ent o
f Cro
p an
d So
il Sci
ence
Use
a w
ide
rang
e of
app
roac
hes (
i.e. p
eer o
bser
vatio
ns,
surv
eys,
vid
eo re
cord
ings
) to
colle
ct a
nd a
naly
ze P
eer
and/
or S
tude
nt F
eedb
ack
on y
our t
each
ing
and
your
st
uden
ts’ l
earn
ing.
CTL
staff
and
/or T
each
ing
Tria
d PL
C gr
adua
tes w
ill su
ppor
t you
in R
espo
nsiv
e Te
achi
ng.
Enha
nced
: “�
e id
eas a
nd st
rate
gies
lear
ned
in Te
achi
ng T
riads
im
pact
ed h
ow I t
hink
abo
ut a
nd c
ondu
ct p
eer t
each
er o
bser
-va
tions
. Eve
ry in
stru
ctor
at t
he u
nive
rsity
wou
ld w
elco
me
peer
ob
serv
atio
ns if
they
und
erst
ood
and
prac
ticed
this
proc
ess.
I’ve
de
velo
ped
auth
entic
way
s to
help
me
and
my
peer
s im
prov
e ou
r te
achi
ng w
hile
elim
inat
ing
the
pres
sure
s of “
eval
uatio
n.”
~Sar
a W
right
, Sch
ool o
f Edu
catio
n
Find
mat
eria
ls fro
m sp
onso
red
even
ts a
nd ju
st-i
n-tim
e Re
sour
ces (
incl
udin
g ex
ampl
es, r
eadi
ngs,
and
links
) ad-
vanc
ing
effec
tive
teac
hing
and
lear
ning
on
CTL’s
web
site.
Evid
ence
Bas
ed: “
I just
wan
ted
to le
t you
kno
w I a
ppre
ciat
e th
is in
form
atio
n. It
’s n
ice
to se
e so
me
grea
t, ev
iden
ce-b
ased
reco
m-
men
datio
ns fo
r the
firs
t day
of t
each
ing!
�an
ks fo
r all y
ou d
o!”
~Brid
get H
atfie
ld, C
olle
ge o
f Pub
lic H
ealth
and
Hum
an S
cien
ces
Cont
act C
TL to
lear
n ab
out t
he a
dditi
onal
serv
ices
we
offer
.
Part
icip
ate
in a
col
legi
al P
rofe
ssio
nal
Lear
ning
Com
mun
ity o
f cro
ss-d
iscip
linar
y te
ache
rs
for i
nqui
ry-b
ased
facu
lty d
evel
opm
ent
arou
nd a
foca
l poi
nt.
�ro
ugh
form
alize
d ob
serv
atio
ns o
f tea
chin
g, fe
edba
ck,
and
dial
ogue
the
Teac
hing
Tria
ds P
LC su
ppor
ts c
olle
ague
s in
iden
tifyi
ng a
nd d
evel
opin
g eff
ectiv
e te
achi
ng st
rate
gies
th
at p
rom
ote
stud
ent s
ucce
ss.
Conv
inci
ng: “
Whe
n I s
tart
ed Te
achi
ng T
riads
I tho
ught
“th
is isn
’t fo
r me”
but
I con
tinue
d an
yway
. As t
he T
riad
mov
ed fo
rwar
d I
star
ted
to se
e ho
w th
e co
gniti
ve c
oach
ing
expe
rienc
e ap
plie
s to
all d
iscip
lines
. I st
arte
d ou
t a sk
eptic
and
fini
shed
with
a c
oncr
ete
way
to im
prov
e m
y te
achi
ng p
ract
ice.
”~D
an R
ockw
ell,
Mat
hem
atic
s
In th
e Tr
ansf
orm
ativ
e Cu
rric
ulum
PLC
exp
lore
topi
cs
rela
ted
to tr
ansf
orm
ativ
e ed
ucat
ion
and
desig
n co
urse
s th
at a
lign
with
pro
gram
mat
ic a
nd in
stitu
tiona
l goa
ls.
Tran
sfor
mat
ive:
“�
is PL
C ha
s bee
n tr
uly
tran
sfor
mat
ive!
Brin
g-in
g a
bala
nce
of th
eory
and
pra
ctic
e w
as a
use
ful w
ay fo
r me
to
lear
n m
ore
abou
t effe
ctiv
e te
achi
ng. I
’ll b
e ap
plyi
ng so
me
of th
e kn
owle
dge
I gai
ned
in m
y co
urse
s and
also
thin
king
of w
ays t
o st
rate
gica
lly sh
are
wha
t I le
arne
d w
ith m
y co
lleag
ues.
” ~P
hilip
Pep
e, In
tegr
ativ
e Bi
olog
y
Lear
n ab
out h
ybrid
ped
agog
y an
d co
urse
rede
sign
to
effec
tivel
y in
tegr
ate
onlin
e le
arni
ng in
to o
n-ca
mpu
s co
urse
s in
the
Hybr
id C
ours
e In
itiat
ive.
“How
” I T
each
: “�
is hy
brid
cou
rse
deve
lopm
ent p
rogr
am h
as
me
exci
ted
and
fasc
inat
ed a
nd sc
ared
and
unc
erta
in a
ll at t
he
sam
e tim
e. .
. . I
don’
t kno
w if
I hav
e ev
er th
ough
t so
muc
h ab
out H
OW I t
each
in su
ch a
con
cent
rate
d pe
riod
of ti
me.
” ~
Amy
Harw
ell,
Inte
grat
ive
Biol
ogy
Deve
lop
a Te
achi
ng P
ortfo
lio o
f col
lect
ed m
ater
ials,
artif
acts
, and
refle
ctio
ns a
s a su
pple
men
t to
your
pr
ofes
siona
l dos
sier t
hat i
llum
inat
es y
our u
niqu
e ap
proa
ch to
teac
hing
and
lear
ning
.
Refle
ct &
Gro
w: “
�is
is a
mor
e fo
rmal
repr
esen
tatio
n of
wha
t oc
curs
info
rmal
ly w
ith g
reat
freq
uenc
y: th
ough
tful d
iscus
sion
of m
y te
achi
ng a
nd o
n ho
w it
affe
cts o
r is a
ffect
ed b
y ot
hers
; an
d ho
nest
and
thou
ghtfu
l disc
ussio
n of
act
iviti
es, a
ssig
nmen
ts,
lect
ures
, and
gra
ding
in la
rge-
clas
s size
s tha
t hav
e be
en su
c-ce
ssfu
l or c
ould
per
haps
be
mor
e su
cces
sful
. �is
is ho
w te
ache
rs
impr
ove,
and
as a
teac
her w
ho h
olds
her
self
to v
ery
high
stan
-da
rds,
I see
k ou
t the
se o
ppor
tuni
ties t
o re
flect
and
to g
row
.”~I
sabe
lle B
rock
, Col
lege
of L
iber
al A
rts
Recommended