Faculty Learning Communities
Faculty Learning Communities (FLC) are year-long cohort or topic-based communities of practice that give support, feedback, and encouragement while each faculty member pursues a project of choice that involves improving student outcomes. FLCs are neither committees nor workshops. Research has shown that FLCs are not only extremely effective mechanisms for faculty learning, they are also enriching social experiences. FLCs engage complex problems, energize and empower participants, nourish scholarly teaching, and create an awareness of the complexity of teaching and learning.
CETL Teaching Scholars Program
UNE seeks to build a culture of teaching excellence by expanding practices already shown to be effective at UNE and recognizing the faculty who employ these practices. The Teaching Scholars Program identifies individuals who have achieved demonstrable success in the classroom, are committed to furthering their understanding of the art and science of teaching and to sharing their success for the benefit of other faculty, programs, and students.
Faculty intending to implement significant innovative changes to their courses may apply for a CETL Innovation Accord (see CETL for more information) to receive a letter of support from CETL which can be added to their RPT portfolio, thereby helping to place the related student and peer evaluations in context.*
*From the UNE faculty handbook
Scholarship of Teaching and Learning Grants
Central to CETL’s work is to encourage faculty to explore their teaching as a scholarly endeavor. Ernest Boyer (1990), while directing the Carnegie Foundation for the Advancement of Teaching, first introduced the concept of the Scholarship of Teaching and Learning (SoTL). Since then it has emerged as a significant category of research in which faculty investigate a component of their teaching with the purpose to advance not only their own practice of teaching and subsequently their students’ learning; but in making their research findings public, they advance teaching and learning in general.
Teaching Microgrant Program
CETL is pleased to announce a pilot microgrant program to assist faculty in developing and delivering effective instruction using a blended learning format that will be used across the University in fall 2020. These microgrant awards for up to $300 are designed to support both junior and senior faculty across all tracks — teaching, clinical, and tenure. The goal of this program is to ease the implementation of small-scale, immediate enhancements that improve the learning experience of students at the course-level.
Teaching Minigrant Program
CETL is pleased to announce the open application period for 2020-2021 Teaching Mini-grants. These competitive mini-grant awards for up to $1,500 are designed to support both junior and senior faculty across all tracks — lecturer, clinical, and tenure, as well as SASC and library staff who serve in a teaching capacity. This mini-grant may be used to support projects for which other funding has been received (i.e. other grants) but this must be disclosed.