Congratulations to the Fall 2013 CELT Fellows!
The CELT Faculty Fellows Program is a semester long opportunity for faculty who would like to reflect more deeply about their teaching. CELT faculty fellows meet for eight mornings throughout the semester. The intent of the seminar is to create a learning community where faculty can reflect on effective teaching to enhance learning. The agenda for the program is largely based on the needs of each group, and facilitated by a teaching and learning professional. During the eight weeks, participants have the opportunity to have in depth conversations about their teaching, read a common text, share best practices, observe each other in the classroom and give feedback, and research teaching and learning topics to share with each other.
The intent of the CELT fellows program is to create a learning community where faculty can reflect on effective teaching to enhance learning, share insights and best practices from their teaching through conversation and observation. We will read a common book over the summer that will, along with participant interests, help shape the fall sessions. This is a unique opportunity for Tufts faculty to increase their knowledge about student learning and to enhance their teaching skills, and we strongly encourage all interested faculty to submit an application for the Fall 2013 semester.
There will be a brief introductory meeting for participants on Thursday, May 2 at 10:00 am – 11:30 am.
The seminar will meet 8 times over the Fall 2013 semester from 8:30 am to 11:45 am on the following Thursdays:
September 12, 19, & 26
October 10, 17, & 24
November 14 & 21
December 5 (possible snow make-up date)
Past participants have said:
“I loved hearing from the other faculty about the issues that they faced in all our different disciplines and then the group thinking that we did to solve or manage some of the issues. It was a very thoughtful, open environment with varied perspectives.” (2012)
“I think it will help me step back and be more thoughtful about what more precisely I want the students to come away with and to build more thoughtful preparation of class questions and assessment tools than content.” (2012)