Center for Excellence in Teaching and Learning

Elliott Hall, Room 200A
275 Varner Drive
Rochester, Michigan 48309-4485
(location map)
(248) 370-2751
cetl@oakland.edu

Promoting Teaching & Learning

Scholarship of
Teaching & Learning

Scholarship of Teaching and Learning: CETL Guide

CETL Faculty Fellow Dana Driscoll began a Faculty Development Institute on the Scholarship of Teaching and Learning (SoTL) in 2013-2014, which brought a cohort of faculty together to investigate how to turn their teaching practices into scholarship. In order to cultivate a culture of scholarly teaching, Driscoll has developed this SoTL guide to support OU faculty and staff interested in producing SoTL work. For questions about resources and work in the Scholarship of Teaching and Learning at OU, contact us at cetl@oakland.edu.

Instructional
Fair

Oakland University's Instructional Fair

Wednesday, April 3, 2019  |  Banquet Room B

Share with faculty an effective instructional strategy, active learning technique, classroom activity, technology tool or assessment that you use to promote student success. Register for the Instructional Fair.

Call for Proposals: Due March 4

View full call for proposals. Oakland University faculty and staff are invited to share an instructional strategy, active learning technique, classroom activity, technology tool, assessment, or resource that you use to promote student success. In a poster presentation format, presenters create a poster display or other interactive demonstration (laptop display, simulation, etc.), along with a one-page handout, of an effective strategy to discuss and share ideas with faculty across disciplines. 

Past Event Resources

Browse the 2018 Instructional Fair Booklet. This includes handouts for all presentations featured at the event.

Download the 2017 Instructional Fair Booklet.

Download the 2015 Instructional Fair Booklet.
Download the 2013 Instructional Fair Booklet.

Students for
Excellence in Teaching

Register to Share Your Experiences in the OU Classroom

Just one hour, and food is on us.

Sessions are located in 200A Elliott Hall. Participation is limited to 22 so please register early.

Fall 2018

DateTimeRegistration Link
Wednesday, Oct. 1012:00–1:00 p.m.Register
Thursday, Nov. 295:30–6:30 p.m.Register

What do professors do to facilitate your learning?  What approaches, strategies, techniques work?  What engages you?  What would you like to see more of in your courses?  What helps?  What hinders?  What do you see as problems in classes?

The Director of the Center, Judy Ableser, would like to meet with students monthly to get your input. Students for Excellence in Teaching Forum (SET) is a time to hear about the wonderful approaches to teaching and learning that is occurring on campus and to hear and share concerns, suggestions, and recommendations for improvements. It is not a forum to talk about individual poor professors or courses (that is important, however, that should be addressed at the department level or through Student Services).

The Center for Excellence in Teaching and Learning (CETL) provides faculty support to enhance the quality of teaching excellence across campus. Although we are here to provide support to faculty, our main goal must be to support student learning, and therefore, our students are truly our significant stakeholders. We want to hear from you. Your voice is essential to our work.

Looking forward to hearing your voice! In addition, please feel free to contact me at ableser@oakland.edu.

Respectfully,
Judith Ableser, Director
Center for Excellence in Teaching and Learning

Teaching Excellence
Winners

2018 Teaching Excellence Award Winners 

Each year the Oakland University Senate Teaching and Learning Committee and the University Research Committee honor faculty whose teaching and research efforts have achieved singular praise or recognition. These individuals receive the Teaching Excellence Award, Research Excellence Award, New Investigator Research Excellence Award or Excellence in Teaching Award for their work.

The 2018 winners, Jennifer Matthews and Victoria Shively, will share their insights on teaching on Wednesday, January 16 at 12:00 pm. Register for the session.
headshot of Jennifer Matthews

Teaching Excellence Award
Jennifer Matthews
, Assistant Professor, Counseling
Jennifer J. Matthews is an Assistant Professor in the Department of Counseling at Oakland University. She earned her Ph.D. in Counselor Education and Supervision from the University of Central Florida. Dr. Matthews is a licensed professional counselor, certified school counselor, national certified counselor and approved clinical supervisor. Her clinical experience and research interests include grief and loss, multicultural counseling, and counselor education and supervision. She serves on editorial boards and currently is a board member for the Association for Death Education and Counseling. In her spare time, she enjoys spending time with family and traveling.
  

headshot of Victoria Shively 
Excellence in Teaching Award
Victoria Demaree Shively
, Special Lecturer, School of Music, Theatre and Dance

Victoria Demaree Shively is a special lecturer in the School of Music, Theatre and Dance. She earned the Master of Music in Vocal Coaching and Accompanying at the University of Illinois Urbana-Champaign, studying with John Wustman. Though invited to become the first American coach/accompanist at the Mariinsky Theatre in St. Petersburg by then principal conductor Valery Gergiev, she instead accepted positions at the University of North Carolina at Greensboro, Kansas State University, and Oakland University. At Oakland, she teaches music history and music theory, and coaches singers. She is also the music director and conductor of opera at OU, is an orchestral pianist, and collaborates frequently with faculty colleagues.

Celebrating
OU Authors
CETL celebrates and recognizes the publications of OU Faculty in the area of teaching and learning in higher education. Below is a list of publications.  For those that are not available online come into the Center.  We have copies of all of the publications in our Center.

Share Your Teaching and Learning Publication

Submit your recent teaching and learning publication information to be included in the list below, or send this link to a colleague who has published in this area.
_________________________________________________________________________________________________

Ableser, J. (2012). Exemplary teaching practices across educational contexts (P–20+): Unifying principles and an ecological model for teaching for all to learn. Journal of Teaching and Learning, 8(2). Retrieved from http://ojs.uwindsor.ca/ojs/leddy/index.php/JTL/article/view/3133/pdf.

Ableser, J. (2011). Teaching for all to learn: Exemplary practices from preschool to graduate school. The Scholarship of Teaching, 22-26.

Arya, P., Christ, T., & Chiu, M. M. (2015). Links between characteristics of collaborative peer video analysis events and literacy teachers’ outcomes. Journal of Technology and Teacher Education, 23(2), 159-183.

Arya, P., Christ, T., & Chiu, M. M. (2015). TAP (Teacher learning and application to pedagogy) through digital-video mediated reflections. In H. Gillow-Wiles & M. Niess (Eds.), Handbook of Research on Teacher Education in the Digital Age (pp. 334-356). Hershey, PA: IGI Global. Link to chapter

Arya, P., Christ, T., & Chiu, M. M. (2013). Facilitation and teacher behaviors: An analysis of literacy teachers’ video-case discussions. Journal of Teacher Education, 65(2), 111-127.

Arya, P., & Christ, T. (2013). An exploration of how professors' facilitation is related to literacy teachers' meaning construction process during video-case discussions. Journal of Reading Education, 39(1), 15-22.

Carver, C. L. & Klein, C.S. (2013, October). Action research: A tool for promoting faculty development and continuous improvement in leadership preparation. NCPEA International Journal of Educational Leadership Preparation, 8(2).

Christ, T., Arya, P., & Chiu, M. M. (2015). A three-pronged approach to video reflection: Preparing literacy teachers of the future. In E. Ortlieb, L. Shanahan, & M. McVee (Eds.), Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. Bingley, UK: Emerald.

Christ, T., Arya, P., & Chiu, M. M. (2014). Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis. Teaching Education, DOI: 10.1080/10476210.2014.920001

Christ, T., & Wang, X. C. (2013). Exploring a community of practice model for professional development to address challenges to classroom practices in early childhood. Journal of Early Childhood Teacher Education, 34(4), 350-373.

Christ, T., Arya, P., & Chiu, M. M. (2012). Collaborative peer video analysis: Insights about literacy assessment & instruction. Journal of Literacy Research, 44, 171-199.

Christ, T., Arya, P., and Chui, M.M. (2012, March 29). Collaborative peer video analysis: Insights about literacy assessment and instruction. Journal of Literacy Research,  44(2). doi: 10.1177/1086296X12440429.

Coon, J. L. (2013). How other nations approach reading and writing. In A. S. Horning., E.W. Kraemer (Eds.) Reconnecting Reading & Writing. (pp. 55-68). Anderson, SC: Parlor Press. WAC Clearinghouse.

Dadashzadeh, M. (2010, Winter) Consuming web services: A Yahoo! newsfeed reader. Journal of Information Systems Education, 21(4).

Dadashzadeh, M. (2007). Specification and enforcement of semantic integrity constraints in Microsoft access. Journal of Information Systems Education, 18(4), 6.

Daniel, D. (2012, February). Teaching students how to research the past: Historians and librarians in the digital age. The History Teacher, 45(2). 261-282.

Driscoll, D. L. Connected, disconnected, or uncertain: Student attitudes about future writing contexts and perceptions of transfer from first year writing to the disciplines.

Estes, T. (2007). Constructing the syllabus: Devising a framework for helping students learn to think like historians. The History Teacher, 40(2). Retrieved from historycooperative.org

Folland, S. (2011). When America’s colleges don’t teach and students don’t learn: Two recent books reviewed [Review of the books Academically adrift and Higher education? How colleges are wasting our money and failing our kids—and what we can do about it]. Oakland Journal, (21).

Ganesan, S., Ding, X., & Rusek, A. (2016). Teaching real time system scheduling using low cost microprocessor board.

Hoag, M. (2013). Hearing “what might have been”: Using recomposition to foster music appreciation in the theory classroom. Journal of Music Theory Pedagogy, 27, 47-70.

Hoag, M. (2013). Seven strategies for enabling success in the first-year music theory sequence. Journal of Music Theory Pedagogy-Online. 1, 1-17.

Ingram, I., & Flumerfelt, S. (2009). Ethical development and diversity training for educational leaders. School Leadership Review, 4(2), 55-78.

Kahlen, F., Flumerfelt, S., Siribang-Manalang, A., & Alves, A. (2011). Benefits of lean teaching. Proceedings of the Annual International Mechanical Engineering Congress & Exposition, IMECE2011-63150, Denver, Colorado, USA. 1-7.

Loftus, S. (2015) Understanding integration in medical education. Medical Science Educator, 25, 357–360 Special edition on integration. doi:10.1007/s40670-015-0152-4.

Mathieson, K. (2016, Jan 23). Is scholarly teaching worth rewarding? Higher Education Revolution.

Michel, R. M. (2014). Finding the SurPriSe: A case study of a faculty learning community. Academic Leadership Journal in Student Research, 2.

Moore, C. (2016). The future of work: What Google shows us about the present and future of online collaboration. TechTrends, 60(3): May/June 2016. 233-244. doi: 10.1007/s11528-016-0044-5

Moore, C. (2016 June 6). Frame your feedback: Making peer review work in class. Faculty Focus. Retrieved from http://www.facultyfocus.com

Moore, C. and Arnold, D. (2018 June 11). Taking the class temperature: Cognitive and affective feedback. Faculty Focus. Retrieved from http://www.facultyfocus.com

Murphy, A. "Enhancing the motivation for good teaching with an improved system of evaluation.” Financial Practice and Education, 9(Fall/Winter 1999), 100-104.

Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.

Riha, H.  (2011, September 27). Online student forums with experts. Educause Quarterly, 34(3).

Riha, H., Berven D., Joseph, B.D., and Winford, D. (2010). Forums with experts as a way to teach sociolinguistics online. American Speech, 85(2). 238-250.

Rusek, A. & Ganesan, S. (2016). Teaching time domain reflectometry in EMC course.

Sidelinger, R. J., Bolen, D. M., Frisby, B. N., & McMullen, A. L. (2011). When instructors misbehave: An examination of student-to-student connectedness as a mediator in the college classroom. Communication Education, 60(3), 340-361.

Wendell, D. L., & Pickard, D. (2007). Teaching human genetics with mustard: Rapid cycling brassica rapa (fast plants type) as a model for human genetics in the classroom laboratory. CBE-Life Sciences Education, 6(2), 179-185.

Wiggins, J. (2001). Teaching for musical understanding McGraw-Hill Humanities/Social Sciences/Languages.

Wiggins, J. (2011). Vulnerability and agency in being and becoming a musician. Music Education Research, 13(4), 355-367.