Center for Excellence in Teaching and Learning

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

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


Oakland University's Instructional Fair


Co-sponsored by the Senate Teaching and Learning Committee

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.

Call for Proposals Remains Open Until Monday, March 9

Share what works well in your classroom, tips on how to design engaging assignments, or tools and resources that have been helpful in teaching and learning. Presenting with your students is highly encouraged! View the full call for proposals and submission guidelines.

View last year's event video, Instructional Fair Booklet, 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
Thanks to all who participated in Fall 2019 SET Forums. We are developing exciting new ways to hear the student voice on teaching and learning at OU, including "pop-up" feedback in the library and OC during the Winter 2020 semester. For other ideas and input, contact Dr. Judy Ableser (

Upcoming SET Pop-up Stations:
  • Tuesday, March 17 at lunch time in the OC
  • Monday, April 6 in the evening in Kresge Library

The Director of the Center, Judy Ableser, would like to meet with students 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

Judith Ableser, Director
Center for Excellence in Teaching and Learning

Teaching Excellence

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.

View the Teaching Award Presentations recording (10/10/19)

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 Instructor, 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.

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.

2017-2019 Publications

View these and more OU-faculty publications before 2017.

Judy Ableser and Christina Moore, Center for Excellence in Teaching and Learning

Ableser, J., and Moore, C. (2018 September 10). “Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage?EDUCAUSE Review.

Ableser, J., and Moore, C. (2018 August). “The Role of the Teaching and Learning Center in Promoting Transformative Learning at a Metropolitan University,” with co-author Judith Ableser. Metropolitan Universities Journal, 29(3).

Betsy Allan, Writing & Rhetoric

Allan, E. G. (2018). "Real research" or "just for a grade"?: Ethnography, ethics, and engagement in the undergraduate writing studies classroom. Pedagogy, 18(2), 247-277.

Stefanie Attardi, Foundational Medical Studies (OUWB)

Attardi, S. M., et al. (2018). Improving online interactions: Lessons from an online anatomy course with a laboratory for undergraduate students. Anatomical Sciences Education, 11(6).

Dwayne Baxa, Foundational Medical Studies (OUWB)

Sawarynski, K. E., Baxa, D. M., & Folberg, R. (2018). Embarking on a journey of discovery: Developing transitional skill sets through a scholarly concentration program. Teaching and Learning in Medicine, 1-12. 

Tanya Christ, Reading & Language Arts

Christ, T., Arya, P., and Chiu, M. M. (2017). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22-35.

Christ, T., & Sharma, S. (2018). Searching for mirrors: Preservice teachers’ journey toward more culturally relevant pedagogy. Reading Horizons, 51(1), 55-73.

Christ, T., Arya, P., & *Liu, Y. (2018, online). Technology integration in literacy lessons: Challenges and successes. Literacy Research and Instruction.

Dennis Condron, Sociology, Anthropology, Social Work, and Criminal Justice

Condron, D. J., Becker, J.H., & Bzhetaj, L. (2018). Sources of students' anxiety in a multidisciplinary social statistics course. Teaching Sociology, 46, 346-355. doi: 10.1177/0092055X18780501

Jennifer Coon, Writing & Rhetoric

Coon, J., Gabrion, L. & Smydra, R. (2019). Engaging and interactive practices for online writers: Fostering writing development and self-efficacy. Journal of Teaching Writing, 34(1), 81-101.

Toni Glover, Nursing

Glover, T.L., Åkerlund, H., Horgas, A.L., & Bluck, S. (2019, October). Experiential palliative care immersion: Student nurses narratives reflect care competencies. Western Journal of Nursing Research, 41(10), 1465-1480.

Douglas Gould, Foundational Medical Studies (OUWB)

Gould, D. J., Mi, M., & Patino, G. A. (2017). Student directed learning in medical neuroscience curricula. International Journal of Medical Education, 8(2017), 190-191. 

Lauri A. Hogle, Music

Hogle, L. A. (2018). “Going viral”: Contagious agency through learned helpfulness in a choral ensemble. Bulletin of the Council for Research in Music Education, (218), 7-20. doi:10.5406/bulcouresmusedu.218.0007

Misa Mi, Foundational Medical Studies (OUWB)

Eastwood, J. L., Koppelman-White, E., Mi, M., Wasserman, J. A., Krug, E. F., & Joyce, B. (2017). Epistemic cognition in medical education: A literature review. International Journal of Medical Education, 8, 1-12. 

Suzan Kamel-ElSayed, Foundational Medical Studies (OUWB)

ElSayed, S., & Loftus, S. (2018). Using and Combining Learning Theories in Medical Education. Medical Science Educator, 28(1), 255-258. 

Ji-Eun Lee, Teacher Development & Educational Studies

Lee, J., Kim, J., Kim, S., & Lim, W. (2018). How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers. Teaching and Teacher Education, 69, 275–288. 

Danielle Ligocki, Teacher Development & Educational Studies

Ligocki, D. T. (2017). Inequalities in math: Using the algebra classroom as a site for social justice. Journal of Critical Thought and Praxis, 6(1), 5.

Daniel Llamocca, Electrical and Computer Engineering

Alaswad, D., Llamocca, D., & Gillespie, B. (2019). Towards an Embedded Systems Curricula for the next-generation workforce. Proceedings of the 2019 ASEE North Central Section Conference, Grand Rapids, Michigan.

Stephen Loftus, Foundational Medical Studies (OUWB)

Higgs, J., Jensen, G., Loftus, S., & Christensen, N., (2019) (Eds). Clinical reasoning in the health professions (4th ed.). Edinburgh: Elsevier. 

Loftus, S., and Huggett, K. (2019). Directions for Education Research in Health Professions: Opportunities for Physical Therapy. In Jensen, G., Gwyer, J., Hack, L., Mostrom, E., & Nordstrom, T. (Eds.). Educating Physical Therapists. Thorofare NJ: Slack (pp. 201-209). 

Loftus, S., and Higgs, J. (2019). Learning the Language of Clinical Reasoning. In Higgs, J., Jensen, G., Loftus, S., & Christensen, N., (Eds). Clinical reasoning in the health professions (4th ed.). Edinburgh: Elsevier (pp. 129-136). 

Christensen, N., Loftus, S., and Gwin, T. (2019). Peer Learning to Develop Clinical Reasoning. In Higgs, J., Jensen, G., Loftus, S., & Christensen, N., (Eds). Clinical reasoning in the health professions (4th ed.). Edinburgh: Elsevier (pp. 491-497). 

Ghiam, B. Kamel-ElSayed. S, Loftus, S. (2019). Dialogical Narrative Approach to Enhance Critical Thinking and Student Engagement During Lecture-Based Classes. Focus on Health Professional Education: A Multi-Professional Journal (in press). 

Loftus, S. (2018). Thinking like a scientist and thinking like a doctor. Medical Science Educator 28(1):251-254.

Jennifer Matthews, Counseling     

Chaney, M., & Matthews, J. J. (2018). Acquisition of Knowledge and Skills.  In J. S. Whitman & L. R. Haddock (Eds.), Preparing the educators in counselor education: A comprehensive guide to building knowledge and developing skills. (pp. 101-119). New York, NY: Routledge.

Matthews, J. J. (2016). A Perspective on How Counseling Curricula Can Enhance Workforce Diversity Practices. In. C. L. Scott & J. D. Sims (Eds.), Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education. (pp. 162-178). Hershey, PA: IGI Global.

Fritz McDonald, Philosophy

McDonald, F. (2018). Synchronous online philosophy courses: An experiment in progress. American Philosophical Association Newsletter on Philosophy and Computers, Volume 18 (Issue 1), 37-40. 

Victoria Roach, Foundational Medical Studies (OUWB)   

Sellers, T., Ghannam, M., Asantey, K., Klei, J., Olive, E., Roach, V. (2019). Low-cost laparoscopic skill training for medical students using homemade equipment. MedEdPORTAL.15:10810.

Chaunda L. Scott, Organizational Leadership     

Scott, C., & Sims, J. (2018). Exemplary models of faculty-driven transformative diversity education initiatives: Implications for metropolitan universities. Transformative Learning, 29(3), 109-122.

Rachel Smydra, English     

Coon, J., Gabrion, L. & Smydra, R. (2019). Engaging and interactive practices for online writers: Fostering writing development and self-efficacy. Journal of Teaching Writing, 34(1), 81-101.