Seminar on Teaching for New Faculty

Co-sponsored by the Delphi Center for Teaching and Learning and the Office of Faculty Affairs

2022-23 STNF Application deadline has passed as of Sunday, August 28th, 11:59 p.m.

Questions?

Contact John Whitney by email or at 502.852.7626.

About the Seminar

For the past several decades, much has been uncovered with regard to how we learn, yet most faculty receive little pedagogical training. This yearlong cohort program is designed to jump-start new faculty members’ teaching careers by providing a rich foundation in evidence-based teaching strategies and how to promote inclusion and equity in the classroom.

The Seminar on Teaching for New Faculty-now in its eighth year-is a cross-disciplinary learning community designed to offer a select group of junior faculty a supportive, collegial atmosphere in which to explore and apply the findings of learning theory in their teaching at UofL. A cohort of 12-18 participants will meet seven times during the academic year. Each session will be 3 hours in length and will be offered in a face-to-face format.

2022-23 Seminar Dates (Wednesdays from 9 a.m. - 12 p.m.)

Seminar on Teaching for New Faculty
  • September 7, 2022
  • October 5, 2022
  • November 2, 2022
  • January 11, 2023
  • February 1, 2023
  • March 1, 2023
  • April 12, 2023 (Showcase)

WHAT ARE THE BENEFITS OF PARTICIPATING?

  • Evidence-based resources, ideas, and strategies for enhancing your teaching and student learning, with a focus on inclusive pedagogy
  • Structured monthly meetings designed to build supportive cross-disciplinary dialogue
  • Constructive peer-to-peer observations of classroom teaching for continuous improvement
  • Opportunities to engage in reflective practice about one’s philosophy and approach to teaching
  • Increased confidence as a new faculty member at UofL

Seminar Topics

All sessions will be held from 9 a.m. - 12 p.m. in the Teaching Innovation Learning Lab conference room, Ekstrom Library, room 302Y. (unless otherwise noted).

Session 1:
Wednesday,
September 7, 2022

Identity: Who am I as an inclusive teacher? Who are my students?

Session 2:
Wednesday,
October 5, 2022

Teaching so students learn

Session 3:
Wednesday,
November 2, 2022

Curriculum Design

Session 4:
Wednesday,
January 11, 2023

Increasing Student Engagement

Session 5:
Wednesday,
February 1, 2023

Student learning tools and strategies for all learning environments

Session 6:
Wednesday,
March 1, 2023

Best practices for assessment

Eligibility

Applicants should carefully consider the eligibility requirements below. Successful applicants should:

  • Be in your first two years of teaching at UofL;
  • Be the instructor of record in one course during either fall 2022 OR spring 2023;
  • Be willing to participate in peer classroom observations, sharing with and receiving constructive feedback from colleagues;
  • Be available and willing to attend 6 of the 7 monthly meetings, which occur on Wednesdays from 9 a.m. to 12 p.m. Applicants should not have a recurring teaching or meeting conflict with the seminar time;
  • Complete seminar activities, readings, homework, and reflection exercises; and
  • Plan to actively participate as an STNF alumnus to support furture offereings.

Incentives for Participating

  • A copy of What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching by Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell, and Mallory E. SoRelle. and other related resources and articles;
  • A certificate of completion;
  • Professional development and enrichment as a college teacher; and
  • Opportunities to build community and network with other junior faculty members at UofL.

Selection

Applications will be evaluated by a selection committee comprised of Office of Faculty Affairs and Delphi Center professional staff. In the case of having too many eligible applicants, the selection committee will chose a diverse group representing a variety of disciplines and experiences.

Application Submission Instructions

A complete application includes four parts:

  1. Statement of interest (1 page). Why you are interested in the Seminar on Teaching for New Faculty and how your participation will help you improve your teaching. Also list your expected teaching assignments for 2022-23 and, if known, your teaching schedule.
  2. Your teaching philosophy (1-2 pages). Include:
    • your goals for your students;
    • your values as a teacher;
    • approaches and instructional methods you use to achieve your teaching objectives; and,
    • how you measure and assess your teaching effectiveness.
  3. Your current CV.
  4. Letter of support from your department chair or dean supporting your participation in the program.

Seminar on Teaching for New Faculty Participants

  • Click to Show/Hide2015-16
    Lori Caloia School of Medicine
    Jason Jaggers College of Education and Human Development
    Mara Broering Speed School of Engineering
    Goldburn Maynard, Jr. Brandeis School of Law
    Zhixia (Richard) Li Speed School of Engineering
    Theresa Keeley College of Arts and Sciences
    Jennifer Middleton Kent School of Social Work
    Luz Huntington-Moskos School of Nursing
    Jeremy Gaskins School of Public Health and Information Sciences
    Maria Kondaurova College of Arts and Sciences
    Laura Frey Kent School of Social Work

  • Click to Show/Hide2016-17
    Lavina Myers School of Dentistry
    Shantel Crosby Kent School of Social Work
    Jessica Hardy College of Education and Human Development
    Rachel Hillmer College of Arts and Sciences
    Laura Bishop School of Medicine
    Ben Fisher College of Arts and Sciences
    Hui Wang Speed School of Engineering
    Angela Storey College of Arts and Sciences
    Detra Johnson College of Education and Human Development
    Angela Mehringer School of Nursing
    Andrea Olinger College of Arts and Sciences
    Minjie Huang College of Business

  • Click to Show/Hide2017-18
    Hammam AlMakadma School of Medicine
    Anna Browne Ribeiro College of Arts and Sciences
    Susan Buchino School of Public Health and Information Sciences
    Nicholas Hindy College of Arts and Sciences
    Chin-Wen “Jean” Lee College of Education and Human Development
    Amanda Mitchell College of Education and Human Development
    Nicholas Paliewicz College of Arts and Sciences
    Huizhi Wang School of Dentistry

  • Click to Show/Hide2018-19
    Aishia Brown School of Public Health and Informational Sciences
    Hilaria Cruz College of Arts and Sciences
    Erin Davis School of Medicine
    Keith Davis College of Education and Human Development
    Zachary Goldman College of Business
    Robert Kluger Speed School of Engineering
    Niyati Kapadia School of Dentistry
    Erin Mires College of Education and Human Development
    Kimberly Rapp Hartson School of Nursing
    Rachel Vickers Smith School of Nursing
    Todd Whitney College of Education and Human Development

  • Click to Show/Hide2019-20
    Asaf Angermann College of Arts and Sciences
    Bikram Bhatia J.B. Speed School of Engineering
    Douglas Craddock College of Education and Human Development
    Lindsey Evans College of Arts and Sciences
    Jocelyn Fetalver Kent School of Social Work
    Chris Foreman J.B. Speed School of Engineering
    Elise Franklin College of Arts and Sciences
    Mary Gravil College of Education and Human Development
    Ashley Humphrey School of Nursing
    Abigail Koenig College of Business
    Andrew McCart College of Education and Human Development
    Ime Nicollet Ternage Okpokho College of Education and Human Development
    Rachel Pigg College of Arts and Sciences
    Maegen Rochner College of Arts and Sciences
    Sarah Royse Schirmer School of Nursing
    Samantha Walte College of Education and Human Development
    Weihua Zhao College of Business

  • Click to Show/Hide2020-21
    Mikus Abolins-Abols College of Arts and Sciences
    Katharine Adelstein School of Nursing
    Mustafa Al-Kawaaz School of Medicine
    Shavonnie-Renee Carthens Louis D. Brandeis School of Law
    Erick Dubuque College of Education and Human Development
    Sidney Edwards College of Arts and Sciences
    C. Tyler Ellis School of Medicine
    Faysal Fedda School of Medicine
    Kimmerly Harrell School of Medicine
    Cathryn Johnson College of Arts and Sciences
    Jadwiga Kuta College of Arts and Sciences
    Sarah Memmi College of Business
    Sara Ochs J.B. Speed School of Engineering
    Megan Poole College of Arts and Sciences
    Lucian Rothe College of Arts and Sciences
    Isaac Shaw School of Medicine
    Cara Snyder College of Arts and Sciences
    Kristina Wakeman School of Medicine
    Andrew Wilson College of Arts and Sciences

  • Click to Show/Hide2021-22
    Robert Cermak College of Education and Human Development
    Xiaoyu Chen J.B. Speed School of Engineering
    Deborah Dalzell-Murphy College of Education and Human Development
    M. Ruth Dike College of Arts and Sciences
    Patrick Exmeyer College of Arts and Sciences
    April Herrity School of Medicine
    Katie Kleinkopf College of Arts and Sciences
    Yara Mekawi College of Arts and Sciences
    Corey Owens College of Education and Human Development
    Emi Ramirez Kent School of Social Work
    Ryan Shapiro School of Medicine
    Ankur Srivastava Kent School of Social Work
    Chelsie Temmen College of Education and Human Development
    Pamela Thomas J.B. Speed School of Engineering
    Xiaomei Wang J.B. Speed School of Engineering
    Kennetha Williams School of Nursing
    Xi Ai College of Business


Passport to Teaching Effectiveness

Passport To Teaching Effectiveness

This program will support participants in the Passport to Teaching Effectiveness in completing the following artifacts:

  • Self-Nomination for the TILL Teaching Innovation Award
  • Session Proposal for a Conference Focused on the Scholarship of Teaching and Learning
  • Workshop Proposal for a Session Focused on Teaching and Learning
  • Peer Review of Course Assessment Plan
  • Peer Observation of a Class
  • Teaching Philosophy
  • Lesson Plan
  • Academic Diversity, Equity, and Inclusion Statement
  • Course Syllabus
  • Reflective Response to Student Feedback

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