The CELT Faculty Fellows Seminar is a semester-long opportunity for faculty who would like to reflect more deeply on their teaching. The Fellows meet for eight mornings throughout the fall semester with colleagues from across the University. 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 formed by 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.
We are entering our eighth year of this seminar, with almost 100 faculty having participated. This continues to be a unique opportunity for Tufts faculty to increase their knowledge about student learning and to enhance their teaching skills. We strongly encourage all interested faculty to submit an application for the Fall 2014 semester. There is a small stipend for participating, and we accept twelve applicants each year.
In addition to an introductory meeting on Thursday, May 8 from 10am – 11:30 am, the Seminar will run from 8:45 – 11:45am on the following Thursdays in the Fall:
September 11 and 18
October 2, 9, 23, 30
November 13 and 20
(December 4, snow date)
If you have any questions, please feel free to email Annie Soisson, Associate Director of CELT.
The deadline to apply for fall 2014 has already passed. Thanks to those who applied!
Past participants have said:
“I really valued hearing about teaching issues from faculty coming from such a wide range of teaching expertise, facing such different challenges, and from different departments and schools.”
“I appreciated having a designated time to dedicate to my teaching. In the day to day, it is challenging to carve out the time to be truly thoughtful and reflective.”
“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.”