ANNUAL REPORT 2009-2010 September 1, 2009 - August 31, 2010

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TABLE OF CONTENTS

GOALS & OUTCOMES 1

2009-2010 ANNUAL REPORT

Summary of Programs & Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . .

2

Programs & Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Discipline-Specific Services for Colleges, Academic Units, and Programs . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8

External Consultations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Collaborations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Committee Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Peer Consultancy Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Grants and Awards Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Graduate Student Assistant Seminar & Programs . . . . . . . . . . . . . . . . . . . . . . . .

Assessment of Programs & Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

New Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Semester Conversion Support

Distance Learning Institute

CET&L Advisory Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Academic Staff/Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Appendix A: CET&L Quarterly Summary (Fall 2010) . . . . . . . . . . . . . . . . . . . . . . A i-iv

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Goals & Outcomes

To achieve meaningful 21st-century teaching and learning within a rapidly transforming world, universities must remain nimble enough to address the diversity of their students with innovative approaches, from the experiential-learning benefits of co-op and internships to study abroad programs and service learning opportunities. Founded in 2002, CET&L commits to providing UC faculty with the innovative professional-development opportunities they need to help our students become successful graduates. Our goals are to:

Foster a UC culture that increasingly values strong teaching;

Expose UC faculty to new pedagogical approaches that will lead to greater efficiency, better student learning, and a more satisfying teaching experience;

Become a more broadly conceptualized destination where faculty can gather to learn new approaches to teaching and learning;

Promote excellence in teaching and learning by offering faculty a variety of program opportunities and formats throughout the year;

Provide workshop or seminar "take-away" products ("tools for the toolbox") that allow faculty to make both immediate and long-term changes in their courses and programs;

Recognize and tap UC faculty to share best practices with their colleagues, as well as harness this knowledge to develop UC-specific resources to help faculty refine existing practices and/or create new ones;

Promote the Scholarship of Teaching and Learning (SoTL) whereby faculty are encouraged to investigate aspects of student learning, so they can make informed changes in their courses and programs;

Promote a community of practice through collaborations with colleges, departments, and units to encourage inter- and multi-disciplinary relationships among faculty that will lead to further innovations in teaching practices;

Partner with UC centers, libraries, and regional campuses in such a way to promote resource sharing which will ultimately lead to more effective programming for faculty.

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Summary of Programs, Services, and

Participation Total Programs and Services

Type Quantity

Workshops

Graduate Student Assistant Seminar and Programs

128

8

Half-Day and Day-Long Seminars 27

Year-Long Seminars 4

Peer Consultations 3

Discipline-Specific Services for Colleges, Academic Units, and Programs 13

External Consultations 5

Collaborations 7

Total Participation

Type Quantity

Participants in workshops

Graduate Student Participants

1046

336

Participants in Half-Day and Day-Long Seminars 543

Participants in Year-Long Seminars 57

Peer Consultations 3

Discipline-Specific Services for Colleges, Academic Units, and Programs 121

External Consultations 6

Collaborations 100

Website Hits 65,248

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Individual Participation by College

UC College Participation

UC College

Participation

Allied Health Sciences 76 Law 2

Arts and Sciences 533 Libraries 15

Business 82 Medicine 72

Clermont College 51 Nursing 69

College-Conservatory of Music 122 Pharmacy 38

Design, Architecture, Art, and Planning

125 Raymond Walters College 271

Education, Criminal Justice, and Human Services

140 Academic and Administrative Staff/Other

114

Engineering & Applied Science 125 Unknown/Unspecified 198

Total

2033

4%

26%

4%

3%6%

6%7%6%

0%

1%4%

3%

2%

13%

6%

10%

Allied Health SciencesArts and SciencesBusinessClermont CollegeCollege-Conservatory of MusicDesign, Architecture, Art, and PlanningEducation, Criminal Justice, and Human ServicesEngineering & Applied ScienceLawLibrariesMedicineNursingPharmacyRaymond Walters CollegeAcademic and Administrative Staff/OtherUnknown/Unspecified

4

Participation by Position

UC Position Participants Faculty 1226

Professor 241

Associate Professor 333

Assistant Professor 333

Instructors, Adjuncts 282

Other Faculty (Librarians, Researchers, and Emeritus) 37

Administrators and Staff 239

Graduate Students and Post-docs 431

Other, position unknown 137

Total 2033

38%

8%10%

10%

9%

1%

7%

13%

4%

Faculty

Professor

Associate Professor

Assistant Professor

Instructors, Adjuncts

Other Faculty (Librarians, Researchers, and Emeritus)Administrators and Staff

Graduate Students and Post-docs

Other

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Programs and Services

SEMINARS

Year-Long Course Redesign Seminars In these interdisciplinary seminars, faculty redesign a course with clearly articulated student learning outcomes; new activities and assignments to help students achieve the learning outcomes; and assessment mechanisms that measure how well students have met the learning goals. More.

Year-Long Scholarship of Teaching and Learning (SoTL) Seminar SoTL seminar participants design, investigate, and implement a research project related to student learning in one of their courses (or programs) over the course of the academic year. Once UC transitions to semesters, SoTL will help faculty and programs better assess and report how semester-conversion strategies work to deepen learning and enhance teaching. More.

Summer Day-Long Seminars These seminars provide an in-depth examination of new ways to engage students, assess learning, and utilize technology for teaching. Facilitators guide participants in creating drafts of how they will implement the new teaching tool, strategy, or concept. These interdisciplinary interactive seminars allow participants to practice new skills and get feedback from colleagues. Summer seminars include:

Distance Learning for the Sciences This seminar provides faculty with the opportunity to share pedagogical methods and resources. Participants:

Increase their expertise in the delivery of distance learning

Engage in faculty collaboration on course development Increase their expertise in retention practices for distance learning courses

Contribute to frameworks for faculty development workshops on distance learning course design and retention practices in the sciences

Create an online resource that will allow faculty to share information for distance learning development and best practices for retention in distance learning environments.

Teaching Large-Enrollment Classes

This day-long search for balance and harmony at the center of the large-enrollment class will begin with an overview of some of the different resources and strategies that might be dictated by different courses and course materials.

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Summer Day-Long Seminars (cont.)

Interdisciplinary PBL Development

Problem–based learning poses significant, contextualized, real-world problems to students; then, it provides resources, guidance, and instruction to those learners as they develop content-knowledge and problem-solving skills. In this day-long seminar, participants work as a group in addressing a PBL problem then develop individualized PBL problems for their own courses, considering their unique student-learning outcomes. Service Learning Students who work and train cooperatively and collaboratively learn more and are better prepared for employment. We believe the university that nurtures symbiotic partnerships between students and the greater community in which the university is rooted is stronger for it, and so are our students. This session explores ways to weave service learning and community partners into your courses.

WORKSHOPS These faculty-led sessions cover topics such as team-based learning, course design, and distance learning environments. In addition, the Faculty Technology Resource Center (FTRC), workshops focus on instructional technologies. Classroom Assessment Techniques Closing the loop applies feedback from assessment findings in order to improve student learning. Incorporating these improvements into program structures and practices helps improvements persist.

Learning Portfolios Participants develop plans for learning portfolios that address a variety of student learning outcomes as well as specific assignments to guide students toward such outcomes. They consider the technical resources and challenges as well as theoretical underpinnings.

The Pedagogies and Practicalities of Narrated PowerPoint This workshop covers some of the most popular methods of narrating PowerPoint, along with an introduction to the pedagogical foundations of using narrated PowerPoint to enliven classroom and distance-learning presentations. WordPress for Courses This workshop introduces faculty to the most powerful free blogging software now available and also explores some of its functionality for teaching and learning.

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CET&L WEBSITE: WWW.UC.EDU/CETL

CET&L’s recently reorganized website provides information regarding CET&L programs and services, offers faculty-friendly pedagogical resources, and posts announcements regarding upcoming conferences and other items of interest to faculty. Faculty, instructional consultants, and administrators at UC and in higher education institutions around the world visit the CRLT website to obtain resources on teaching and learning.

In 2009 we had 65,248 visits, up from 31,071 in the 2008-09

academic year.

PROFPOST Is a written-by-professors-for-professors blog that provides a forum for stimulating debates about teaching and learning. Learn more.

Avg. Visits/Month: 704 Total Visits: 8,450

VOICES ON MAIN These video-based productions highlight the student voice on teaching and learning at UC.

For a sneak peak, follow the link: Voices on Main: What students say about interdisciplinary

learning.

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Discipline Specific Services for Colleges, Academic Units, and Programs

STEM Disciplines—consultation on NSF Grant (funded)

CEAS, Aerospace, Fire Science & Emergency Management, Development of Graduate Certificate

in Homeland Security Proposal

CEAS, Aerospace, Fire Science & Emergency Management, Development of Proposal for Masters

of Science in Homeland Security Program Proposal

First Year Experience & Learning Communities Faculty Retreat

Team-Based Learning Seminar for the College of Pharmacy

Facilitation of Focus Groups (involving UC faculty and community partners) for Division of

Professional Practice

Facilitation of Focus Group for DAAP faculty (new faculty and mentors)

Consulted with diversity committee/Faculty Senate to integrate diversity into faculty

development

Consulted with Professional Practice Day-Long Symposium with Community Partners

Consultation with Clermont College, Director of Faculty Resource Center

Consulted with A&S regarding creating support for formative Peer Review

Discussion with new Deans of RWC and Clermont about creating stronger collaborations with

CET&L and support for faculty

Attended day-long seminar on developing SLOs

Reviewed library-faculty proposal for assessing faculty needs in terms of promoting information

literacy to students

External Consultations

Consultation w/ University of Minho (Portugal) for start up of Teaching & Learning Center

Consultation w/Tiffin University for start-up of Teaching & Learning Center

Consultation w/Rochester Institute of Technology, The Wallace Center, regarding Semester

Conversion

Consultation with the College of Southern Nevada, Executive Director, School of Emergency

Management and Fire Chief, Las Vegas

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Collaborations

Inter/National Coalition for Electronic Portfolio Research (INCEPR)

On July 13-14, 2010, the CET&L hosted two day-long meetings of Cohort V from the Inter/National

Coalition for Electronic Portfolio Research (INCEPR). Two dozen faculty from institutions such as the

University of Denver, the University of Oregon, Virginia State, and the University of Akron focused on

the concluding year of UC’s three-year commitment with participating institutions to develop research

projects based on the implementation and study of digital portfolios for students.

Supported Vice Provost of Assessment & General Education for Semester Conversion

Hosted Annual Academic Advising Retreat for Education Services (Registrar’s Office)

Hosted CECH Annual Teaching Retreat for K-12 Educators

Supported STEM Discipline Guest-Speaker Seminar Series (A&S STEM Committee)

Professor David Sokolof, "Active Learning in Lab Using Microcomputer-Based Tools"

Professor Stephen Reynolds, "Strategies for Teaching Breadth, Depth, and Inquiry in Introductory College Science Courses: Lessons from Cognitive Studies, Educational Research, and a Course-Redesign Effort"

AFTL Collaboration & Support

Collaborated with AFTL for the following guest speakers:

Professor Barbara Tewksbury on Course Redesign

Professor Douglass Eder on Classroom Assessment Techniques Redesigned the AFTL webpage (housed off of CETL’s website)

Provided program assessment of AFTL sponsored programs & events

Team-Based Learning Seminar for College of Pharmacy In this three-hour workshop, participants experience the team-based learning method as students then discuss strategies for developing a course plan and subsequently draft application exercises.

First Year Experience Retreat Jointly hosted by CET&L and the Center for First Year Experience and Learning Communities, the FYE Retreat accommodated colleges/units with established FYE programs and courses, as well as for those preparing to initiate FYE programs in order to further the semester conversion process in regards to aligning FYE strategies with other aspects of curricula to support student achievement in the broader context of student learning outcomes.

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Committee Work

ICL Committee

CoM Basic Science Integration Task Force

Service Learning Advisory Council

PFF Advisory Council

Graduate Assistant Annual Teaching Award

Peer Consultancy Program The CET&L, in collaboration with the Academy of Fellows of Teaching and Learning (AFTL), has launched the Faculty Peer Consultancy Program in order to support faculty who want to improve their teaching skills. Faculty requesting peer consultations will collaborate with colleagues who have already demonstrated expertise in various pedagogical strategies and who have teaching experience in a variety of contexts.

Grants and Awards Competition

CET&L has been awarded FDC monies three years in a row to support faculty development as it relates

to teaching and learning. This competitive grant process has financed a significant portion of CET&L

programming (with the total award amount exceeding $300,000).

Graduate Assistant Seminar & Programs

Workshop Series

GTAs are invited to participate in all CET&L workshops. These sessions provide GTAs opportunities to

rub shoulders with experienced faculty to learn how they continue to improve their teaching. CET&L

also offers GTA-specific workshops on topics such as preparing a syllabus, classroom management, and

writing a teaching philosophy.

GTA Teaching Seminar

Each fall, CET&L collaborates with the Graduate School to host a seminar for new Graduate Teaching

Assistants. In 2009, the GTA Teaching Seminar was re-crafted with experienced GTAs serving as host-

facilitators to promote peer relationships and to provide specifics on negotiating the dual roles of

teacher and graduate student. There were over 200 participants representing all UC colleges.

The GTA Webpage The GTA page on CET&L's website provides turnkey access to information and resources to help GTAs become more comfortable with their roles. There are direct links to CET&L programs and to other resources such as the Graduate School, the Preparing Future Faculty program, and University Libraries. Written in an informal tone, this page also offers suggestions for responding to some common teaching quandaries encountered by graduate students.

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Assessment of Programs & Services

CET&L is committed to ensuring that our programs lead to improvements in the way we approach our teaching. To that end, CET&L conducts quantitative and qualitative evaluation of our programs, including, but not limited to pre- and post-seminar evaluations via SurveyMonkey to assess whether faculty benefited from our programs and whether those benefits have led to improvements in student learning. We also gather information as to how we can continue to make program improvements, assess unmet needs, and reinvigorate or create new programs to continue to meet the evolving needs of our faculty. For last year's annual report, click here.

Assessment Methodology

Immediate evaluation following workshop completion Process evaluation surveys at the end of fall and winter quarters

End-of-quarter and end-of-year summative evaluations

Follow-up quantitative and qualitative assessment after year-long program completion

Quantitative Assessment Summary

Year-Long Course Redesign Seminar Assessment 2008-2009

Considering each learning outcome for the seminar below, indicate how well you believe you currently demonstrate the outcome (from "not at all" = 1 to "quite well" = 5).

Answer Options Post-Seminar Mid-Year Follow-

up Average Identify which elements of the current course work well and which need to be changed.

3.92 4.14

Clarify the goals and outcomes of the course with reference to the course sequence, the department’s needs, and the university program requirements.

3.92 4.14

Create activities and assessments that will indicate if those goals and outcomes have been met.

3.77 4.43

Design materials to support these activities and assessments. 3.69 4.43

Create presentation materials and reflective narratives to demonstrate the changes that have been made in the process of the course redesign.

3.77 4.00

Qualitative Assessment Excerpts I implemented the course this past quarter (fall 2009), and have received feedback on it. The

response has been quite positive. I am focused more on process, and in particular the activities we do in the class, lining them up with the course goals (which I had not clearly defined before taking the seminar.) Having the awareness of the student outcomes has provided much more focus to my teaching.—Assistant Professor, CCM

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Qualitative Assessment Excerpts (cont.)

I will be using the tools I learned in this seminar to re-design my other courses with the conversion to semesters.—Assistant Professor, Pharmacy

The best spur was the course redesign seminar itself which asked me to take a close look at the whole process of design and implementation. I have also been communicating with a colleague to assess how we can continue to refine assignments, readings, and assessment. I continue to attend workshops on use of media.—Field Service Instructor, A&S, English

New Initiatives

Semester Conversion Support, see online

Developing Course-Based Student Learning Outcomes Participants work through developing Student Learning Outcomes, i.e. measurable and observable knowledge, skills, abilities, or attitudes that students should have achieved by the end of a course or formal educational experience. Student learning outcomes emphasize what students can do with what they have learned, resulting in a product that can be evaluated. Participants in this program will:

Work through the process of defining their SLOs

Better understand how to assess their SLOs

Learn strategies to create activities and assignments to help students achieve course SLOs

Leave with a draft version of their SLOs for a single course, with the tools necessary to further refine these SLOs to complete the C-1 Form for Semester Conversion.

Defining Course-Based Student Learning Outcomes The seminar is an interactive experience where the seminar leader guides participants through a process of course redesign that includes:

Discussing course expectations

Designing assessments

Constructing learning activities

Creating learning outcomes

Defining and Implementing Program-Based Student Learning Outcomes (2 parts) This two-part series is designed to guide faculty teams through the process of articulating program-specific ideals and constraints in order to best define realistic but ambitious learning outcomes for UC programs. By the end faculty develop a draft of their curricular structure that leverages Integrated Core Learning (ICL), and leave with a draft version of their program outcomes and curricular structure that can then be further refined for the Semester Conversion “Degree Program Template.”

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New Initiatives (cont.)

Semester Conversion Discussion Series These conversations draw together faculty from diverse colleges in an effort to anticipate the challenges, envision the possibilities, and inform UC departments regarding the possibilities of semester conversion.

Web-Based Semester Conversion Resources, see online

Course-Based Student Learning Outcomes (SLO) Modules

Program-Based Student Learning Outcome (SLO) Modules

Distance Learning Institute The Distance Learning Institute addressed UC's growing presence as a provider of Distance Education

and addressed all ranges of expertise. This event was structured in two distinct parts, which took place

concurrently:

Fifty-minute, one-on-one sessions in which participants meet with a distance-learning expert

and which included topics on:

1. Online environments in composition

2. Distance Learning and Discussion Boards

3. Virtual Classrooms

4. Podcasting pedagogy

5. Blackboard "Groups" and Student Interactivity

Distance Learning group sessions designed around the following two themes—Content Delivery and Management, and Student Interaction with both faculty and with other students.

Instructional Technology Support Audio Feedback Tutorial SafeAssign Tutorial

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New Initiatives (cont.)

Teaching Large Enrollment Courses

New Faculty Seminar Series

Thank Your Professor

Faculty Spotlight UC has transformed itself over the past decade, and classroom instructors have had a strong hand in that process. The time has come to showcase the talented teachers among us and to learn even more from one another. Via the Faculty Spotlight, the CET&L highlights faculty who are transforming their teaching.

Innovative Uses of Teaching w/Technology Award (added to President’s Awards Ceremony for 2011) Now in its second year, this award honors faculty who use technology in innovative ways to enhance student learning and overcome challenges. This award is intended to encourage more instructors to thoughtfully use technology to improve learning in their classrooms.

Dr. Janet Mannheimer Zydney (at right), the winner of the 2009-2010 Innovative Uses of Technology in teaching award, was recognized for the ways she marries best-practice pedagogy with free and readily available wiki technology to transform the way her students create and publish knowledge. Rather than purchasing a standard textbook about technology and teaching, and then reading its content, students create their own online text which is then published on the CECH Library website to be accessed and used by practicing teachers. This way, students direct their own learning—they become active creators of knowledge rather than passive recipients.

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CET&L Advisory Council

Page Beetem, JD Assistant Professor, Business Division, Clermont College

Robert Brackenbury, PhD Professor of Cancer and Cell Biology, College of Medicine

Suzanne Ehrlich, EdD Field Service Assistant Professor of Teacher Education, College of Education, Criminal Justice & Human Services

Pam Greenstone

Assistant Professor of Health Information Mgmt, College of Allied Health Sciences

Anne Gunderson, EdD, GNP

Assistant Dean and Associate Professor of Medical Education, College of Medicine

Thomas Haines, MM Associate Professor of Electronic Media, College-Conservatory of Music

Todd Herzog, PhD Associate Professor of German Studies, College of Arts & Sciences

Warren Huff, PhD Professor of Geology, College of Arts & Sciences, AFTL Member

Howard Jackson, PhD Professor of Physics, College of Arts & Sciences, AFTL Member

Sarah Jackson, PhD Assistant Professor of Anthropology, College of Arts & Sciences

Robin Lightner, PhD Associate Professor of Behavioral Sciences, Raymond Walters College, AFTL Member

Ellen Lynch, EdD Associate Professor of Early Childhood Education, College of Education, Criminal Justice, & Human Services, AFTL Member

Stephanie McMahon Assistant Professor of Law, College of Law

Lisa Meloncon, PhD Assistant Professor of English and Comparative Literature, College of Arts & Sciences

Pamela Person Academic Director, First Year Experience (FYE) & Learning Communities

John Quinlan, MD Professor of Neurology, College of Medicine

Eugene Rutz, MS Academic Director, College of Engineering

Michael Sharp

Director for Community-Engaged Learning

Leslie Schick, MSLS Associate Dean, University Libraries

Sue Sipple, PhD

Associate Professor of English and Communications, Raymond Walters College

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Academic Staff/Faculty

Pamela Baker, PhD, Director (pamela.baker@uc.edu) Pamela Baker began her career at the University of Illinois at Chicago helping to create and design a program for graduate teaching assistants and then moved on to the Center for First Year Experience at UC, where she worked closely with faculty to promote strategies that engage students and promote enhanced learning. Summer of 2009, Dr. Baker facilitated a summer seminar for high school teachers and media specialists for the SWON Libraries who received a grant from the Library of Congress to promote the use of online primary sources in the classroom. Dr. Baker is completing an article for The History Teacher which explores ways to engage non-history majors in historical research in introductory courses at the undergraduate level. She is also working on a document reader for use in undergraduate and graduate courses that explores overland migrations during the early American republic. She is also an adjunct assistant professor in the Department of History in the McMicken College of Arts & Sciences. Catherine Ramstetter, MS, PhD, Assistant Director (catherine.ramstetter@uc.edu) Catherine Ramstetter is a Health Educator, whose academic and research interests focus on action research in higher education and on school-based collaboration for children’s healthy growth and development. She conducts research with an inner-city pre-K through eighth-grade school to assess and enhance the Coordinated School Health through the school’s programs, policies and services. To date, this research has resulted in the formation of an active Wellness Council, a Student Wellness Council and completion of the CDC’s School Health Index. Dr. Ramstetter is a member of Ohio Chapter of the American Academy of Pediatrics Committee on Home and School Health, as well as a member of the OAHPERD Public Affairs and Advocacy Committee. Liz Tilton, PhD, Assistant Director (liz.tilton@uc.edu) Liz Tilton has taught composition and creative writing to traditional and nontraditional learners ranging from basic writers to honors students. She is the author of Salt (Kent State University Press, 09), a chapbook, and her poems have appeared in Southern Review, New Orleans Review, Southern Humanities Review, and JAMA. Before joining CET&L, Liz worked as Associate Editor for the Cincinnati Review, UC’s nationally recognized literary journal. Bryan Robert Smith, PhD candidate, Program Coordinator (smbr@mail.uc.edu) Bryan Smith is a graduate of the University of Florida's MFA program and is completing a doctorate in English and Comparative Literature with a creative dissertation. His stories have appeared or are forthcoming in Witness, Mississippi Review, Ninth Letter, Opium, PANK, Unsaid, and the book TELL: An Anthology of Expository Narrative. Julie Breen, Program Coordinator (breenji@email.uc.edu) Julie Breen completed a Master's degree in Professional Writing and Editing, and was the graduate assistant to CET&L. Julie's online tutorial explaining SafeAssign to UC faculty won first prize in the "Excellence in Professional Writing" category in the English department's 2009 Writing Competition. A CCM graduate, Julie also teaches private violin and viola lessons at Northern Kentucky University. She now serves as Distance Learning Director for Environmental Health at UC.

Appendix A—CET&L Quarterly Summary i

i

CET&L Quarterly Summary (9/1/10-12/31/10)

Total Programs and Services Type Quantity Workshops

CET&L* FTRC

40 12 28

Half-Day and Day-Long Seminars Graduate Teaching Assistant Seminar

3 1

Year-Long Seminars 7

Collaborations 16

Academic Unit/College Consultations 8

Committee Service

4

Peer Consultations 5

CET&L Website Hits

10,815

ProfPost Hits

5198

Thank Your Professor

507

*Includes workshops offered in collaboration with academic unit or college.

Total Participation Type of Program or Service Participation Participants in workshops (includes CET&L, FTRC, GTA, Best Practices Conference)

CET&L FTRC Conference

429 145 120 164

Participants in Day-Long Seminars (A&S STEM, GTA Seminar) A&S STEM Seminars GTA Seminar

243 76 167

Participants in Year-Long Seminars 63

Collaborations* 16

Academic Unit/College Consultations* 8

Peer Consultations 5

*Participation represents either the unit or individual, impact or reach of the service is not included here.

Appendix A—CET&L Quarterly Summary ii

ii

Individual Participation (in all services) by College

UC College Participation

UC College

Participation

Allied Health Sciences & Social Work

33 Law 1

Arts and Sciences 246 Libraries 7

Business 41 Medicine 30

Clermont College 17 Nursing 29 College-Conservatory of Music

21 Pharmacy 7

Design, Art, Architecture, and Planning

36 Raymond Walters College 85

Education, Criminal Justice, and Human Services

61 Academic and Administrative Staff/Other

39

Engineering and Applied Science

12 Unknown/Unspecified 75

Total 740

33%

6%

4%

2%

3%5%

8%2%

0%1%

4%

4%

1%

11%

5%

10%

Individual Participation by COLLEGEFall 2010

Arts and Sciences

Business

Allied Health Sciences & Social Work

Clermont College

College-Conservatory of Music

Design, Architecture, Art, and Planning

Education, Criminal Justice, and Human Services

Engineering & Applied Science

Law

Libraries

Medicine

Nursing

Pharmacy

Raymond Walters College

Academic and Administrative Staff/Other

Unknown/Unspecified

Appendix A—CET&L Quarterly Summary iii

iii

Participation (in all services) by Position/Rank

UC Position Participants Faculty 393

Professor 88

Associate Professor 96

Assistant Professor 123

Instructors, Adjuncts 73

Other Faculty (Librarians, Researchers, and Emeritus) 13

Administrators and Staff 81

Graduate Students and Post-docs 215

Other, position unknown 51

Total 740

12%

13%

16%

10%

2%

11%

29%

7%

Individual Participation by POSITION/RANKFall 2010

Professor

Associate Professor

Assistant Professor

Instructors, Adjuncts

Other Faculty (Librarians, Researchers, and Emeritus)

Administrators and Staff

Graduate Students and Post-docs

Other, position unknown

Appendix A—CET&L Quarterly Summary iv

iv

ProfPost stats: Number of site hits: 5198

Number of posts: 59

Average number of posts per week (59 posts/16 weeks): 3.7

Number of unique authors: 19

New Initiatives New Faculty Orientation 2010 (revised from one- to two-day event)

Support for University coordination of Distance Learning/Instructional Design resources and pedagogical

strategies

Best Practices Conference

Academic Leadership Seminar

Thank Your Professor Pilot launched in Spring 2010 with the endorsement of the Academy of Fellows for Teaching and

Learning (AFTL) and Student Government End of Fall quarter, 2010, full launch resulted in 507 student letters of thanks

Academic Units/Colleges Consultations and Programs STEM Disciplines—consultation on NSF Grant

CEAS, Aerospace, Fire Science, Development of Graduate Certificate in Homeland Security Proposal

CEAS, Aerospace, Fire Science, Development of Proposal for Masters of Science in Homeland Security

Program Proposal

CoM, Department of Neurology

o Grand Rounds

o Seminar Series

CoM Basic Science Integration Task Force

o CoM Faculty Retreat

Committee Work ICL Committee

CoM Basic Science Integration Task Force

Service Learning Advisory Council

PFF Advisory Council