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The 2019-2020 seminar is now full. Check back in the winter to apply for the next cohort!

CELT Fellows 2018-2019

CELT Fellows 2018-2019

The CELT Faculty Fellows Seminar is a semester-long opportunity for faculty 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 explore 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 of the seminar, participants read a common text and engage in reflective conversations about their teaching and their students’ learning . They observe one other in the classroom and offer feedback. They share best practices and research learning topics to share with one other. The interdisciplinary collegial relationships built during the seminar often last far beyond the program.

people seated at Table talking

CELT Fellows 2018

During the 14 years that CELT has offered the Faculty Fellows Seminars, 148 Faculty have participated. As we enter our 14th year, we continue to offer this  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 2019 semester. Because we recognize the commitment of time and energy required, participants receive a small stipend. We accept only a limited number of applicants each year.

The Fall 2019 Faculty Fellows Seminar will meet on the following dates:
September 12
September 19
September 26
October 10
October 17
October 24
November 7
November 21
December 5

If you have any questions, please feel free to email

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

Past participants comments:

“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.”