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We are no longer accepting applications for the Fall 2018 Faculty Fellows Seminar. Please check back next year for 2019’s seminar!

For more information please contact Annie Soisson.

We are entering our thirteenth year of this seminar, with 138 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 2018 semester. There is a small stipend for participating, and we accept only twelve applicants each year.

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. The interdisciplinary collegial relationships built during the seminar last beyond the program.

There will be an introductory meeting for new fellows on Wednesday, April 11th, 2018 from 10:30am – 12pm.

The Fall 2018 Faculty Fellows Seminar will meet on the following dates:
September 13
September 20
September 27
October 4
October 11
November 1
November 8
November 15
December 6 (snow day)

If you have any questions, please feel free to email Annie Soisson, Associate Director of CELT.

If you want a participant perspective on the program, you can contact any of the past CELT Fellows.

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.”