The Teaching Academy recognizes and rewards exceptional teachers as critical to the university’s mission and actively supports them at all stages in their careers as they improve their craft. Through conversation with teachers at all levels, fellows grow in pedagogical expertise and ability to support the teaching mission. The Teaching Academy also engages teachers in local, national, and international conversations about essential issues in higher education.
- Nine to twelve fellows serving three-year terms, with new fellows joining annually
- Awarded title "Dean’s Fellow of the CAS Teaching Academy" during their term with a stipend in year three
Develop college teaching expertise
- Lead a teaching workshop or presentation
- Serve as a teaching coach to a peer
- Participate in Teaching Academy symposium
- Attend regular discussions with fellows
Lead and engage
Once during your term
- Explore a topic related to teaching by attending a conference on the Scholarship of Teaching and Learning or visiting a peer institution to discuss pedagogical approaches and observe classes. Financial support available through the Teaching Academy.
- Lead a symposium (collaboratively with other fellows or independently) on a topic the fellow chooses.
- Publish an article on a topic the fellow explored or experience the fellow had in the Teaching Academy.
- Receive a stipend in the final year.
Who: Tenure line and Professor of Practice faculty in the College of Arts and Sciences, any rank who have a documented record of sustained participation in pedagogical improvement initiatives and an accomplished teaching record.
What: In NuGrant, submit a C.V. and letter of interest describing topics you might explore as a fellow and how they connect to work you have already done. While you might be at a preliminary stage with the topics you put forward, your proposal should demonstrate your familiarity with work that has been done on the topic. The Teaching Academy values the scholarship of teaching and learning and seeks theoretically and empirically informed inquiries into teaching and learning.
Be sure to discuss your activities involving teaching or curricular development as meaningful scholarly work; you might include publications, educational projects (funded or otherwise), participation in the peer review of teaching or similar activities, and relevant presentations, workshops, or talks that you have given.
The Teaching Academy works collaboratively; we encourage you to discuss past collaborations and the approach you take to ensure its success.
When: By April 15 at 5 p.m.
Where: Email June Griffin at email@example.com
Request a teaching coach
Would you like a fresh perspective on your teaching? Thinking about how to document effective teaching?
Request a Teaching Academy Fellow as a teaching coach for the semester/year.
CAS Teaching Academy Fellows offer confidential consultations about teaching that will help you to reflect on your work in the classroom and refine your teaching practices.
Your coach will provide individualized and confidential support through conversations about your teaching. You might focus your conversations on a particular topic such as designing courses and assignments, difficult classroom situations, engaging learners, and making sense of end-of-semester evaluations.
You can also request an in-class observation. An in-class observation offers you valuable information and a space to reflect on your work as a teacher.
Teaching Academy Fellows
- Kathy Castle,
Department of Communication Studies
- David Harwood,
Department of Earth and Atmospheric Sciences
- Yvonne Lai,
Department of Mathematics
- Chad Brassil,
Department of Biological Sciences
- Calvin Garbin,
Department of Psychology
- Patrice McMahon,
Department of Political Science
- Debbie Minter,
Department of English
- Leen-Kiat Soh,
Department of Computer Science and Engineering
- Manda Williamson,
Department of Psychology