CTAL is a university-wide unit that supports all faculty, including adjuncts, administrators, graduate students, and staff in their instructional activities. Specifically, CTAL provides a range of free and confidential instructional services to help all members of UD’s teaching community to enhance the teaching, learning, and assessment processes.
Consultations with CTAL staff are confidential. Please contact us to engage us in any of these services.
Faculty Development Opportunities
The First Friday Roundtable on Teaching is a collaborative University of Delaware program aimed at highlighting varied approaches of teaching, learning and assessment practices. The series hosts monthly discussions for all faculty (full and part-time) and graduate students. During Fall and Spring semesters, events are offered from 3:30-5pm on the first Friday of the month. The First Friday Roundtable Series is co-sponsored by the Institute for Transforming Undergraduate Education (ITUE), Center for Teaching and Assessment of Learning (CTAL), and Academic Technology Services (IT-ATS).
These lunchtime meetings provide opportunities for members of the UD teaching community to discuss and exchange ideas about teaching and learning. CTAL staff will provide resources and information to support conversations.
During the Winter Intersession, we invite you to come work on your syllabus with ATS and us. We will help you re-focus and re-create your syllabus into one that is learning centered.
Each semester, partners of the Faculty Commons invite faculty from across the disciplines to participate in a faculty reading group discussion. The group meets approximately three times per semester with refreshments provided.
CTAL invites all who teach at UD to attend events related to teaching, diversity, equity and inclusion. Opportunities include Teaching and Learning Conversations, consultations, specialized workshops, and focused learning communities.
TA/Graduate Student Support (See our Graduate Student Pages)
We consult with individual faculty desiring feedback about their teaching. Areas in which instructors have requested assistance include:
- Designing and revising courses
- Exploring alternative teaching strategies
- Creating original instructional materials
- Interpreting student ratings constructively and documenting effective teaching
- Developing a teaching portfolio
- Documenting teaching effectiveness in tenure and promotion documents
Classroom Observations and Student Feedback
Research studies have shown that one of the most powerful instructional improvement tools available to faculty is a classroom visit by a knowledgeable consultant. For maximum impact, these activities involve:
- Pre-observation conference to discuss the instructor’s goals and identify the specific types of feedback the instructor desires.
- Classroom visit on the date designated by the instructor.
- Confidential post-observation feedback session to describe what was observed and to explore instructional enrichment strategies.
To that end, CTAL offers the following services:
- Classroom observations (as outlined above)
- Student interviews
- Student survey consultation
- Class recordings and feedback
Classroom observations and collection of student feedback can be done at any time during the semester. We particularly encourage engaging in these activities early in the semester while faculty still have ample time to respond to feedback and make changes. To request a classroom observation, see here.
Support for teaching and learning research
Teaching and research are not separate activities. Therefore, we assist faculty in conducting research on their own courses and also support faculty in presenting and publishing their research on teaching in appropriate forums, such as the Lilly Conference on College and University Teaching. The event brings national expertise on quality learning and teaching and offers a teaching-learning forum for faculty across disciplines and institutions.
We consult with individual faculty to help them understand what and how their students are learning. We help them identify or create appropriate tools to assess student learning during the course and at the completion of the course. We also help faculty connect course-level assessments to program and university goals.
We consult with faculty on assessment design and implementation for programs and majors. Through that work, we support faculty and departments in the integration and assessment of University-wide General Education initiatives. We also help units document their educational effectiveness through the collection of assessment data.
Specific activities include: