We foster an inclusive culture of evidence-based teaching and learning across the University by inspiring effective teaching and assessment using high-impact strategies, tools, and collaborations.
The Center for Teaching & Assessment of Learning strives to be an inclusive and strategic unit that fosters a culture of meaningful educational development and learning assessment for educators at the University including faculty, staff, and students. We work in partnership with individuals and groups to identify evidence-based solutions that are tailored to unique learning environments, advance university priorities, and that reflect individual teaching philosophies, educational goals, and disciplinary values. We empower our community of educators to become scholarly teachers who utilize research in teaching and learning assessment to inform the development of individual courses and programs resulting in integrated learning experiences for UD students.
We believe that…
- Teaching, learning, and assessment are inextricably linked.
- Teaching is a skill that can be developed and informed by knowledge, research, and reflection.
- High quality teaching can be recognized and should be rewarded and celebrated.
- Learning is the essential outcome and purpose of teaching.
- Students are most successful when their learning is guided by educators who continually assess their students’ and their own development, skills, and knowledge.
- The best learning occurs with engaged participants in an environment founded on principles of inclusive excellence.
- Educators most effectively understand and improve teaching, learning, and assessment when they create and collaborate with communities of experts with diverse interests, backgrounds, and disciplines.
- We can encourage and support the intellectual capital of the university by investing in projects and initiatives that help educators better understand existing teaching methods and develop innovative ones.
We also value the confidentiality of those seeking our services. View CTAL’s Confidentiality Statement.
The Center for Teaching and Assessment of Learning (CTAL) Advisory Board provides support and informal consultation about educational development and assessment programs offered through the center.
|Tiffany Barber||Arts and Science||Africana Studies||2019-2022|
|Stefanie DeVito||Arts and Science||Biology||2019-2022|
|Jessica Edwards||Arts and Science||English||2019-2022|
|Jennifer Naccarelli||Arts and Science||Women and Gender Studies||2019-2022|
|Christopher Raymond||Arts and Science||Mathematical Sciences||2019-2022|
|Lauren Genova||Arts and Science||Chemistry and Biochemistry||2020-2023|
|Beth Morling||Arts and Science||Psychological & Brain Sciences||2020-2023|
|Ismat Shah||Engineering||Materials Science||2020-2023|
|Stephanie Del Tufo||Education & Human Dev.||School of Education||2021-2024|
|D. Chanele Moore||Arts and Science||Associate in Arts||2021-2024|
|Kent Messer||Agriculture & Natural Resources||Applied Economics & Statistics||2021-2024|
|Adam Wallace||Earth, Ocean & Environment||Earth Sciences||2021-2024|
Jointly funded by the Unidel Foundation and the Center for Teaching & Assessment of Learning, the Foundational Course Initiative (FCI) aims to transform the UD first-year experience to better support and engage our undergraduates at scale. Our goal is to create foundational courses that utilize the most effective strategies for teaching and actively engage students in the learning process. In addition, these introductory courses are designed to teach UD students to be effective college-level learners within and beyond the course’s discipline.
FCI faculty are given the title of Provost Teaching Fellows, and participate in one of two programs: STRIDE or Spark. The commitment with either program involves participating in a two- or three-year, collaborative course design process, which includes a partnership between an individual faculty member and educational professionals from CTAL. The Provost Teaching Fellows focus on four key areas that have been well documented as supporting student achievement and retention:
- Revise the way that content is delivered
- Create a feeling of belonging and community among students
- Build real-world examples and assessments into their courses
- Offer support for self-reflection and metacognitive behaviors tied to academic success and lifelong learning
|Provost Teaching Fellow||FCI Program||Department||Course||Students Enrolled/Semester||Term|
|Lauren Genova||STRIDE||Chemistry and Biochemistry||CHEM103/104: General Chemistry||496||2021-2022|
|Bruce Hietbrink||STRIDE||Chemistry and Biochemistry||CHEM321/322: Organic Chemistry||535||2021-2022|
|Cresean Hughes||Spark||Sociology & Criminal Justice||CRJU110 – Introduction to Criminal Justice||250||2021-2022|
|Haritha Malladi||STRIDE||Civil & Environmental Engineering||EGGG101: Introduction to Engineering||700||2021-2022|
|Kedron Thomas||Spark||Anthropology||ANTH 101 – Introduction to Social and Cultural Anthropology||125||2021-2022|
|Jennifer Trivedi||Spark||Anthropology||ANTH 101 – Introduction to Social and Cultural Anthropology||125||2021-2022|
The University of Delaware Center for Teaching & Assessment of Learning (CTAL) may collect data about your engagement with CTAL to improve services and integrate with broader university teaching and learning initiatives.
We are also committed to protecting the confidentiality of data related to our work with educators and students in compliance with university policies (Data Governance, FERPA, Information Security, Information Classification) and professional standards (such as those recommended by the Professional & Organizational Developers (POD) Network and the Association for Institutional Research).
To learn more about how we collect, use and share data, click on the button below.
Your colleagues at CTAL are available to discuss teaching and learning in your courses, in your department or in your college, and to work with you to achieve the learning goals and outcomes that are important to you and your students. Our services include: one-on-one consultations, programs/workshops, consultations on the development of courses and programs, and guidance on their assessment. In addition, we offer a venue for collaborating with you on research and grants focused on teaching and learning in your disciplines.
Matthew Trevett-Smith, PhD
As Director, Matt partners with university leaders, deans, chairs, directors, faculty, staff, and students to cultivate teaching that is inclusive, centered on active learning, and guided by research. His vision is to enhance teaching, improve student outcome assessments, and advance UD as an international leader in evidence-based education. Under his leadership, CTAL offers individualized consultations, presentations, workshops, seminars, and institutes designed to promote critical reflection and experimentation in teaching and assessment, including the purposeful use of technologies.
Matt also regularly consults with faculty and administrators beyond UD on their specific pedagogical and organizational challenges to identify unique opportunities and individualized solutions.
Kevin Guidry, PhD
Associate Director of Educational Assessment
Kevin R. Guidry works with faculty on exploring new pedagogies and improving existing teaching practices to enhance student learning. Dr. Guidry specializes in assessment of student learning and survey methodology having worked on teaching, learning, and assessment research and practice at levels ranging from individual courses to projects spanning hundreds of colleges and universities.
His portfolio includes science, technology, engineering, and mathematics (STEM).
Rose Muravchick, PhD
Associate Director of Educational Development
Rose Muravchick consults with faculty across the arts and humanities, as well as faculty in all disciplines seeking to create or revise multicultural courses. Her areas of professional development support also include creating classroom community, backward design, active learning, universal design, sustaining effective discussions, and generating authentic assignments. Rose has teaching experience both in a liberal arts setting, as well as a large research university. Rose completed her doctorate at the University of Pennsylvania in the department of Religious Studies where she wrote her dissertation on Islamic talismanic shirts from the gunpowder empires.
Stacie Larkin, PT, DPT, MEd
Stacie’s background in physical therapy education makes her a valuable resource for those teaching in the healthcare disciplines. Prior to joining CTAL, Stacie was the Director of Clinical Education in UD’s Department of Physical Therapy for 19 years. In addition to her past teaching responsibilities, Stacie has experience with accreditation and program assessment. Stacie’s professional focus is: active learning, effective group learning design, mindful learning practices and experiential learning. In addition, she is the program lead for Spark – a multi-year Foundational Course Initiative.
Stacie’s portfolio includes the College of Health Sciences and the College of Education and Human Development.
Andrew Jenks, PhD
Educational Assessment Specialist
Andy Jenks supports a range of CTAL efforts as a specialist in evaluation and assessment under the direction of Kevin Guidry. The scope of this work ranges, from individual consultations on alternative assessments with UD Faculty, to collaborative, university-wide projects focused on educational program goals and assessment. He has experience teaching a range of undergraduate courses at Delaware, where he taught en route to completing a social science PhD in 2021. Andy’s research focus is on disability and questions of access, and he previously worked with CTAL as an Equity & Access Consultant.
Anne McDuell, MS
Educational Development Specialist
Anne McDuell supports the STRIDE program and a range of other CTAL efforts under the direction of Rose Muravchick. The STRIDE program focuses on serving high-enrollment introductory STEM courses looking to adapt their curriculum to meet the needs of their departments and students. Aside from the STRIDE program, she also provides individual consultations on curriculum design with UD faculty. Anne has over six years of experience in student-centered, evidence-based teaching practices in a range of STEM introductory courses. She completed her masters at the University of Delaware in the Biology Department where her dissertation focused on early growth response genes in the developing lens.
Brittany Maday, MPA
Program Manager for the Early College Credit Program
Brittany works closely with CTAL staff, other University of Delaware faculty and staff, as well as with high school administrators and teachers to support the University of Delaware’s new hybrid dual enrollment Early College Credit (ECC) program. She has over 10 years of experience in project, grant and data management. Brittany is a Delaware native and an alumnus of both Delaware State University, where she completed her Master of Public Administration, as well as the University of Delaware, where she graduated with a Bachelor of Arts degree in Psychology and a minor in English.
CTAL’s Graduate Assistants
Dilek earned a MA in Economics from UD and is currently pursuing PhD in Economics Education. Her research interests include parent involvement, parent capitol and children achievement. Dilek is assisting CTAL with the Spark and STRIDE programs within the Foundational Course Initiative under the supervision of Stacie Larkin.
CTAL regularly partners with multiple UD offices and organizations to deliver targeted support for our community of educators.
212 Gore Hall, Newark, DE 19716
Phone: (302) 831-2027
FAX: (302) 831-2029