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Institute for Excellence in Teaching and Learning

»Institute for Excellence in Teaching and Learning

The mission of the Institute for Excellence in Teaching and Learning (IETL) is to promote the value and practice of excellent teaching that facilitates student learning.

The Institute for Excellence in Teaching and Learning offers faculty:

  • Jason Keller and studentsAssistance in integrating effective, relevant, and innovative technologies into instruction.

  • Support and assistance in identifying and developing innovative models of excellent instruction.

  • Face-to-face (F2F) workshops during the fall and spring semesters based on needs assessment data gathered from faculty.

  • Online workshops and resources on topics including, but not limited to, syllabus development, effective teaching strategies, getting to know your students, and grading.

  • One-on-one consultation with faculty to develop effective teaching skills.

  • Opportunities to dialogue among faculty members regarding the art and science of teaching.

  • Assistance in course development.

  • Assistance in solving teaching problems.

  • Assistance in developing teaching portfolios.

  • Opportunities for acculturation into Chapman University.

The Institute for Excellence in Teaching and Learning is charged with promoting the value and practice of excellent teaching that facilitates students’ learning. In furtherance of that mission, we collaborated with the Faculty Senate to create a pilot mentoring program in which experienced faculty members serve to support newer faculty to achieve their goals, and assist any faculty member who desires input and expertise from colleagues about teaching. Please see The Chapman Helping Hand: A Faculty Mentoring Program below.

Director of IETL: Roxanne Greitz Miller (714) 628-2628, rgmiller@chapman.edu, Office: Reeves Hall 4B

One-on-one discussion/consultation/coaching available upon request.  Please contact Dr. Miller via contact information above.

+-Prior Workshops

Women, Age & "Relevance" in University Teaching

Guest Speaker, Gail Minogue, noted author, speaker, and trainer

Sponsored by the Institute for Excellence in Teaching and Learning

When: Friday, May 8, 1-2:15

Location: Beckman 106

Last November, the Chronicle of Higher Education  published a controversial column by a retiring Hofstra University faculty member entitled “Retire Already!: Academics Who Don’t Retire Are Greedy, Selfish, and Bad for Students.”  (http://chronicle.com/article/Retire-Already-/149965/) In it, the author argued that older faculty lose relevance over time and should voluntarily retire in order to allow for younger faculty to garner more resources and exert more influence in the college and university setting.

Are YOU a woman faculty member concerned about becoming "irrelevant" to your students or the community as you age? Do you resent the idea that we  “automatically” lose vitality in the eyes of others as we age?  Do you want to chart your course and claim a relevant spot for yourself in the university classroom and community at large that will last as long as you want to stay?

Author Gail Minogue contends that women between the ages of 40 and 75 are poised to assume great leadership and influence  IF we can overcome our insecurities about age and "keeping up" with a changing higher education system and society.  Instead of fearful or insecure, we need to be ready! 

Come hear important ideas about taking more and better risks in the classroom and in your scholarship, refreshing your intellectual passion, and investing in the importance of women in higher education. Although Minogue’s research and ideas are geared specifically to support women, all are welcome to join the conversation!  She will make a compelling argument for a shift from the recent cultural emphasis on young, male power to mature, female power and give us some “must do” action steps for being ready to accept our leadership roles and personal power.

Please RSVP to Jennifer Waldeck (waldeck@chapman.edu) or contact Jennifer with any questions.

Spring 2015 Faculty Forum Lecture Series

Date: Tuesday, April 14, 2015, 5:00pm - 7:00pm. Location: AF 201

The Faculty Research and Development Council in cooperation with the Institute for Excellence in Teaching and Learning (IETL) are pleased to bring you the “Faculty Flash Forum on Feedback (Formative Assessment)”, addressing ways to provide students more efficient and meaningful feedback.

The program portion of the forum will be in Flash/Lighting format presentations by the following presenters on their unique and well received strategies of providing students feedback on their work. Flash/Lighting format means each speaker has just 10 minutes to present strategies and techniques. 

Dr. Federico M. Pacchioni, Associate Professor, Department of World Languages and Culture, Sebastian Paul & Marybelle Musco Chair in Italian Studies

Dr. Wendy Salmond, Professor, Department of Art, President of the Faculty

Dr. M. Andrew Moshier, Professor, Professor, Director, Center of Excellence in Computation, Algebra and Topology

Kim Welch, MA, Instructional Designer and Blackboard Administrator, Academic Technology and Digital Media

Plus a student panelist to share the student voice on the topic of receiving feedback on assignments.

The Flash/Lighting component will be followed by a reception of light refreshments where the panelists and attendees can continue to chat in a social environment.  This can best be viewed as an opportunity for professors to pick each other’s brains and share their toolboxes regarding giving student’s feedback.

“Research-Based Strategies to Refresh and Enhance College Teaching”, a day of workshops and conversation with your colleagues sponsored by the Institute for Excellence in Teaching and Learning and the Chancellor’s Office.

About our keynote facilitator: Dr. Michele DiPietro is the Executive Director of the Center for Excellence in Teaching and Learning and an Associate Professor in the Department of Mathematics and Statistics at Kennesaw State University. He is also the President of the Professional and Organizational Development (POD) Network in Higher Education, the premiere faculty development association in North America. With his former Carnegie Mellon colleagues, Dr. DiPietro is a co-author of “How Learning Works: 7 Research-Based Principles for Smart Teaching.” His scholarly interests include learning sciences, academic integrity, diversity and inclusion, the Millennial generation, statistics education, the consultation process in faculty development, and teaching in times of tragedy. He has presented dozens of workshops and keynotes at numerous colleges and conferences, in the US and abroad His innovative course “The statistics of sexual orientation” has been featured on the Chronicle of Higher Education and several other magazines.

  1. References and Recommended Readings
  2. Sample Group Contract (handout)

Former IETL Directors, Drs. Colbert and Flynn, presented at 39th Annual POD Conference: Shared Ownership of a Campus-Wide Instructional Development Office, November 6, 2014, POD Annual Conference, Dallas, TX

The IETL, in collaboration with Academic Technology, held the 2014 IETL Summer Institute for New Faculty. The focus of the Summer Institute has been on:

  • Living in SoCal, academic and non-academic resources
  • Designing instruction
  • Developing student learning outcomes, course outlines and syllabi
  • Maximizing student engagement
  • Integrating multiple technologies
  • Assessment strategies

The following links are documents and presentation files from the Summer Institute:

Faculty Workshops in Spring 2014 sponsored by Academic Technology: schedule of events

Faculty Forum Lecture Series, Spring 2014

+-The Chapman Helping Hand: A Faculty Mentoring Program

Although mentoring is a term with many definitions, we use it to refer to a professionally supportive partnership in which one person shares expertise, knowledge, and insight with another for the purpose of facilitating that person’s professional growth and development. Although mentoring is designed to foster the “mentee’s” objectives, both parties generally gain through the relationship. In addition, the sharing of knowledge and expertise benefits the academic units and the university.

Objectives. The mentoring program is designed to serve the following goals:

  • Assist new faculty with the transition to teaching and all faculty in defining their role as teachers, which might include setting professional goals and scholarship agendas, accessing education resources, and identifying institutional supports and obstacles to professional development;
  • Support faculty, at any level of professional development, who are at a transition point with regard to teaching, course design, scholarship, service, and status.
    • Mentoring in teaching could include, inter alia, classroom teaching in various settings, design and supervision of student projects, and teaching methodology.
    • Course design could include designing a course from scratch including setting learning outcomes and assessment, selecting texts and other teaching materials, and planning lectures.
    • Scholarship might include developing scholarship agendas or the actual development and drafting of an article.
    • Service issues could include service within the university, the academy, and the community.
    • Status issues might range from preparation for promotion and tenure, preparation for critical review, and formal and informal hierarchical structures.
  • Provide mentors with an opportunity to share their experience and expertise and the opportunity to connect with other faculty.
  • Build community among faculty through the formation of mentoring relationships.

Target Audience. We want to encourage wide participation within the Chapman community. The mentoring service will be available as a benefit for all Chapman educators.

The Mentoring Process: Mentors, Mentees & the Matching Process. A successful mentoring process has certain identifiable elements including mentees with defined goals, committed mentors, a matching process that is both efficient and effective, sufficient time for the relationship to develop, and some direction so that participants will know how to proceed.

  • Mentees. Participants seeking mentoring will probably benefit the most when they have defined goals and defined areas of professional development in which they want to achieve. Mentees who are goal-oriented, enthusiastic about learning, and committed to the mentoring process are likely to have a successful experience. We will encourage mentees to identify their objectives at the outset and to identify characteristics of a mentor that might enhance their success. For example, a mentee might seek assistance preparing for tenure, promotion, or critical year review and prefer a mentor outside of his or her department. Another individual seeking help with scholarship might prefer someone frequently on campus so that in-person meetings can be arranged. In service to our mission, the IETL does not identify individuals who have utilized IETL services without their prior consent.

  • Mentors. The two most essential qualities of mentors will be experience in the areas requested by the mentees and commitment to the mentoring process. The mentor has to be enthusiastic about helping a colleague, willing to share experiences and knowledge, and ready to contribute time and energy to the process. Not surprisingly, many of the same qualities that mark outstanding teachers will identify excellent mentors. Mentors with excellent interpersonal skills, such as an ability to listen, suspend judgment, and encourage and engage in reflection are likely to be successful mentors. Good mentoring is likely to require mentors to be both proactive in fostering the relationship while maintaining nondirectiveness with regard to the agenda. In addition, faculty who can serve as role models in terms of professional development will provide insight regarding the faculty member roles, values, and growth.

  • The Matching Process. The success of the mentoring program depends upon the efficacy of matching mentors and mentees. By vigorously promoting the program throughout the year, we expect to develop a “mentor pool” from which we can draw mentors to meet the needs of mentees. Each mentor will also be asked to recruit others from their school. The matching process will be on-going throughout the year, with matches made as quickly as possible after a request is made. The actual match will be made based on the preferences and needs of the mentee with primary consideration given to the professional objective for which mentoring is sought.

The mentor and mentee forms are available below and brochures are available in hard copy and online (see below). The completed applications should be emailed (as an attachment) or handed in to Dr. Roxanne Miller, Director of the IETL (see contact information above).

Time Frame Commitment. Mentors will be asked to make a one-year commitment once they are matched with a colleague. Mentees will be asked to make a three-month commitment to the process once they are matched with a mentor. We want the process to be driven by the mentees’ needs that may be addressed in less than a year. We also want to ensure that both parties have sufficient time to get acquainted, establish a strategy, and work through the kinks of a new relationship. We understand that some objectives will be met in less time. The parties will be free to reconfigure their commitments based on new objectives or terminate the mentoring either temporarily or permanently. Conversely, progress towards other objectives may take longer than expected and the participants will be welcome to extend their commitments. Finally, we recognize that some matches simply will not work for a wide variety of reasons. In those cases, the participants will contact an IETL committee member who will make an appropriate adjustment, such as reassessing needs and reassignment.

Faculty Mentoring Program Confidentiality Statement: Trust and confidentiality are essential for effective mentoring relationships. Mentor program participation is understood to be a confidential relationship. The IETL and mentor program participants will not identify individuals who have utilized IETL services without their prior consent.

+-Open Door Classroom Visitation Program

The Institute for Excellence in Teaching and Learning (IETL) has implemented the Open Door Classroom Visitation Program. The purpose is twofold:

  • To provide newer faculty with an opportunity to visit an experienced faculty member’s class
  • To meet experienced faculty to discuss teaching.

The experienced faculty members were identified by their colleagues as being excellent teachers who are willing to have you visit their classes. Participation in this program is entirely voluntary.

If you have any questions, please contact Roxanne Miller, IETL Director

+-IETL Affiliates

Jennifer Bevan
Dr. Jennifer Bevan,
Health Communication M.S. Program, Core Faculty,
Wilkinson College of Arts, Humanities, and Social Sciences,
Department of Communication Studies,
Lawrence Brown
Dr. Lawrence M. Brown,
Professor, Associate Dean of Student and Academic Affairs ,
School of Pharmacy,
Ross Brown
Mr. Ross G. Brown,
Associate Professor,
Lawrence and Kristina Dodge College of Film and Media Arts,
Marisa Cianciarulo
Ms. Marisa S. Cianciarulo,
Director, Family Protection Clinic,
Fowler School of Law,
Michael Fahy
Dr. Michael Fahy,
Associate Dean, School of Computational Sciences,
Schmid College of Science and Technology,
Mathematics and Computer Science,
School of Computational Sciences,
Cristina Giannantonio
Dr. Cristina Giannantonio,
Associate Professor,
Argyros School of Business and Economics
Amy Graziano
Dr. Amy B. Graziano,
Associate Professor,
Chair, Conservatory of Music,
College of Performing Arts,
Conservatory of Music,
Dawn Hunter
Dr. Dawn L. Hunter,
Professor, College of Educational Studies,
Donald Kochan
Dr. Donald Kochan,
Professor, Fowler School of Law,
Sara LaBelle
Dr. Sara LaBelle,
Assistant Professor, Wilkinson College of Arts, Humanities, and Social Sciences
Mary Litch
Dr. Mary Litch,
Director of Academic Technology and Digital Media,
L. Andrew Lyons
Dr. L. Andrew Lyons,
Professor and Dean,
Schmid College of Science and Technology,
Roxanne Miller
Dr. Roxanne Greitz Miller, Director
Associate Professor,
Donna Ford Attallah Endowed Professor in Teacher Education,
College of Educational Studies,
Schmid College of Science and Technology,
Kenneth Murphy
Dr. Kenneth E. Murphy,
Associate Professor,
George L. Argyros School of Business and Economics,
Helen Norris
Helen Norris,
Vice President, Chief Information Officer,
Information Systems and Technology,
Carolyn Radcliff
Ms. Carolyn Radcliff,
Librarian and Chair of Public Services,
Leatherby Libraries,
Melissa Rowland Goldsmith
Dr. Melissa Rowland Goldsmith,
Associate Professor,
Schmid College of Science and Technology,
Wendy Salmond
Dr. Wendy Salmond,
Professor, Wilkinson College of Arts, Humanities, and Social Sciences,
Department of Art,
Joseph Slowensky
Dr. Joseph Slowensky,
Professor, Vice Chancellor of Institutional Effectiveness, Faculty Affairs, and ALO,
Lawrence and Kristina Dodge College of Film and Media Arts,
Michelle Sypinero
Ms. Michelle Sypinero,
Manager of Student Computing Services
Chapman University
Jennifer Waldeck
Dr. Jennifer Waldeck,
Associate Professor,
Wilkinson College of Arts, Humanities, and Social Sciences,
Department of Communication Studies,
Kim Welch
Ms. Kim Welch,
Blackboard Administrator,
Instructional Design,
Kimberly White-Smith
Dr. Kimberly A. White-Smith,
Associate Professor,
Associate Dean of the Donna Ford Attallah Educator Development Academy,
College of Educational Studies,

Please contact the IETL with any questions, comments, or concerns. We are here to help you be excellent teachers.

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