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 outcomes, 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.
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.
|Kali Kniel||Agriculture and Natural Resources||Animal & Food Sciences||2017-2021|
|Dan McDevit||Associate in Arts Program||Biological Sciences (AA)||2017-2021|
|Jon Cohen||Earth, Ocean, and Environment||Marine Sciences||2018-2021|
|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|
Faculty Commons Partners
While Faculty Commons is physically located in 116 Pearson Hall, our partners come from all areas of campus. Faculty Commons is a shared space that incorporates expertise from every unit on campus that supports teaching and those who teach. We know that sometimes you might feel that getting an answer is like sifting through alphabet soup–Faculty Commons is your one-stop-shop to connect with any of our partners in a welcoming, collaborative environment.
- IT Academic Technology Services (ATS)
- Library, Museums and Press
- Institute for Transforming Undergraduate Education (ITUE)
- Interdisciplinary Science and Engineering Laboratory (ISE Lab)
- IT Client Support & Services (CSS)
- Office of Service Learning (OSL)
- Professional and Continuing Studies (PCS)
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- Developing and supporting the PASS (Peer Assisted Study Session) leaders program with the Office of Academic Enrichment
- Developing and facilitating a Problem Based Learning conference with ITUE (Institute for Transforming Undergraduate Education)
- Designing and facilitating the Teaching Assistant Orientation with the Office of Graduate and Professional Education
- New Faculty Orientation with the Vice Provost for Faculty Affairs and Office Human Resources
- Conducting and publicizing a multi-modal assessment of the new multicultural course requirement with the Center for the Study of Diversity
- Assessment of capstone and First-Year Seminar courses in collaboration with the Faculty Senate Committee on Undergraduate Education and the First Year Seminar Office
- Supporting a Faculty Peer Observation Learning Community with the CT caucus members
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 course instructor for UNIV 600- Learning, a course designed to prepare graduate students for teaching in a higher education setting.
Stacie’s portfolio includes the College of Health Sciences.
Jessica Fry, PhD
Education Development Specialist
Jessica’s work focuses on the new Early College Credit program at the University of Delaware. She strives to help offer high school students an engaging and challenging opportunity to learn more about what it means to be a college student, and to increase access to rigorous college courses for students across the state. She received her doctorate from the University of Texas at Austin, where her dissertation research analyzed the perceived impact of participating in concurrent enrollment for first-generation students. Jessica especially examined students’ self-held beliefs, and their talents, motivations, strengths, and goals.
Photo coming soon!
Jay Lunden, PhD
Education Development Specialist
Jay Lunden supports high-enrollment foundational STEM courses at the University of Delaware. Prior to joining CTAL, Jay was a full-time STEM faculty member and brings experience from both large university and small liberal arts college settings. Jay received his PhD in Biology from Temple University and his postdoctoral research experience took him to Antarctica to study the impacts of environmental change on marine invertebrates. His teaching portfolio includes foundational courses in biology as well as upper-level electives in organismal and environmental biology.
Kaylyn is the administrative assistant for CTAL. She is a proud 2018 graduate of the University of Delaware with a Bachelor’s Degree is Psychology. She has a strong background in customer service and leadership, and is currently working towards and MBA in Finance.
Equity & Access Consultant
Andy works with CTAL as a consultant on questions related to equity and access in programming for faculty and graduate students. He regularly contributes to the facilitation of graduate student development programming at UD. In addition to designing the Equity and Access module for CTAL’s recent SPOT-ON online course design programming, he proposed a program in collaboration with UD’s Graduate College to support graduate teaching assistants in response to the rapid shift to online teaching in Spring 2020. Andy’s subject matter expertise and passion for interrogating questions around access in higher education stem from his work in Disability Politics as he nears the completion of a PhD in Political Science. Outside of academia he is an advocate for social inclusion for disabled people, using his platform from competing in the sport of goalball for Team USA at the 2016 Rio Paralympics to facilitate recreational programming and mentorship for blind and visually impaired children and adults.
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 Middle States Accreditation Self-Study under the supervision of Kevin Guidry.
212 Gore Hall, Newark, DE 19716
Phone: (302) 831-2027
FAX: (302) 831-2029