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

Co-sponsored by the Senate Teaching and Learning Committee

Browse 2019 Instructional Fair Booklet

Browse a variety of posters and displays with faculty's best ideas on effective instructional strategy, active learning, learning resources, classroom activities that they use to promote student success. The poster presentation format allows attendees to collect guides to these ideas and network with faculty and staff.

View the event photo albumpresentation list, plus quotes from faculty and student presenters.

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


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). 
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 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

2019 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.
Nominate a faculty member. Teaching Excellence Award nominations are accepted year round.
Chris Kobus

Teaching Excellence Award
Krzysztof (Chris) Kobus, Associate Professor, School of Engineering and Computer Science

Dr. Kobus taught his first course at Oakland University in 1995 and for more than 20 years has been a full-time faculty member in the School of Engineering and Computer Science (SECS). In that time, he has taught 19 unique courses across three departments. Several of those courses he developed from scratch, and several others modified significantly. In all his classes he emphasizes student learning by implementing active learning exercises, utilizing multimedia material, technology in the classroom, using humor and storytelling, developing personal relationships, and engaging students in such a way as to engender some emotional responses to increase information retention. He is the recipient of several teaching awards including the Oakland University Teaching Excellence Award and was a CETL Faculty Fellow.

headshot of Amy Rutledge 
Online Teaching Award
Amy Rutledge, Special Lecturer, School of Business

See the OU Focus on Faculty interview with Amy (15 minutes)

Amy is a Special Instructor of Management Information Systems (MIS). She teaches introductory MIS courses for the School of Business in traditional and online formats. Amy writes for Pearson Education and is the co-author of Exploring Microsoft Office 2019 (MS Access), Practical Computing 3e, and several other textbook supplements. Amy writes assignments for Pearson's MyITlab (live-in-the-application) Grader projects and simulation program which are auto-graded by the Pearson online system. She is the Faculty Adviser for the Association for Information Systems (AIS) Student Chapter at Oakland University and the TEDxOaklandUniversity organization. Before joining OU, Amy spent several years working for a music distribution company and an automotive manufacturer . She holds a B.S. in Business Administration specializing in Management Information Systems, and a B.A. in French Modern Language and Literature and an M.B.A from Oakland University. 

headshot of Caterina PieriExcellence in Teaching Award
Caterina Pieri, Special Lecturer, 
 Modern Languages and Literatures

Watch Caterina speak about receiving this award (3 minutes).

Caterina Pieri earned her Master's degree in English, Spanish, and teaching Italian as a foreign language at Università di Torino, Italy. Since she started teaching at OU in 2012, she established the Minor in Italian, the Italian language and culture summer study abroad program in Trieste, the Italian Club, and was one of the leading forces behind the Open Educational Resources initiative. All her courses are taught with free materials she created to serve a diverse student population with inclusive practices. Her dream is to create more accessible learning opportunities for the OU community.

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, visit 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). 

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. 

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(2), 171-199. 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) 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.

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, September) 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

Moore, C. & Arnold, D. (2018 June 11). Taking the class temperature: Cognitive and affective feedback. Faculty Focus

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., & 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.