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Teaching Fellows Program
About the Program
Each year the University of Dayton provides a unique opportunity for faculty to interact and network across disciplines and schools, and to develop and adopt improved practices for learning and teaching. Offered by the Ryan C. Harris Learning Teaching Center and supported by the Faculty Development Committee and the Office of the Provost, the program aims to provide professional development for faculty seeking ways to maximize learning (of both students and faculty) for academic excellence. To date, over 300 faculty have participated in the Teaching Fellows Program.
Faculty join the program following recommendations made by department chairs. It is incumbent on the department chair and faculty member to ensure they are able to attend both the fall and winter seminars.
- Designation as a University Teaching Fellow
- A $250 stipend for Fellows who complete the program and the Evaluation Form.
- Teaching consultation and other support services on a variety of teaching activities.
- An enjoyable collegial experience.
Teaching Fellows are expected to:
- Attend and actively participate in seminar sessions.
- Share and discuss teaching experiences.
- Participate in the classroom observations.
- Read selected materials on the scholarship of teaching.
- Be open to learning new ways of engaging students in the learning process.
- Fellows will share with their colleagues pedagogical changes they made in their course(s) as a result of their participation in the program.
Learning and Teaching in Community
Although faculty are currently engaged in debate as to what constitutes a “Marianist Education,” it is clear that students and faculty interact in a complex environment where learning takes place in the context of a rich set of Catholic and Marianist traditions. Many of the anticipated outcomes for participants of the Teaching Fellows Program derive from the fostering of community within and amongst faculty in the spirit of the Marianists.
Teaching Fellows (TFs) participating in the program attend a sequence of seminars and collaborative presentations over the period of an academic year. A capstone experience involves sharing personal experiences in reflecting and making changes in the way a course is structured or delivered. Collectively, the elements of the program are structured to achieve the following intended outcomes:
- TFs will interact and network with colleagues during the program across different disciplines and academic units. Throughout the program, its facilitators, and participating faculty, create networks for sharing best practices in learning and teaching.
- TFs will become more reflective in their teaching practices and will set goals targeted to change their courses and teaching methods to improve student learning.
- TFs will learn about the UD campus, its Catholic and Marianist traditions and culture as a context for learning and teaching.
- TFs will be introduced to some of the strategic initiatives of UD related to improving academic excellence, such as steps to integrate learning and living.
- TFs will understand key findings from the scholarship of higher education documenting how students learn best – such as through the use of active learning strategies and formative feedback methods.
- TFs will develop an appreciation of the diverse learning styles and needs of students. In particular they will be given an opportunity to learn about UD students and their life outside the classroom.
- TFs will understand that faculty can turn to campus resources to support the learning needs of instructors and students. Resources from the AALI group (Academic Affairs and Learning Initiatives, including the LTC, Student Learning Services, etc.) and UDit are good examples.
- TFs will see opportunities for how technology can provide new opportunities for learning and teaching.
- TFs will learn how they can contribute to the “scholarship of learning” by sharing their own studies of adapting and innovating new ways of teaching and learning.
- TFs will develop an appreciation for the importance of assessment – not as a means unto itself, but as a way of knowing and providing information to help decision making.
Facilitators and Planning Team
A team of faculty from across the campus serves as the facilitators to deliver the program and to serve on a planning team. They always welcome your comments and input on topics for the individual sessions. Content and activities remain flexible in the schedule to help tailor the needs of the Teaching Fellows.
The planning team members are: Susan Brown (Faculty Development), Rachel Normile (Faculty Development), Saverio Perugini (Computer Science), Julie Simon (Mathematics), Sam Wallace (Communications), and David Wright (Biology and Director of Academic Technology and Curriculum Innovation).