»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. In service to our mission, the IETL does not identify individuals who have utilized IETL services without their prior consent.

The Institute for Excellence in Teaching and Learning offers faculty:

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

  • Workshops during the fall and spring semesters based on needs assessment data gathered from faculty.

  • Opportunities for acculturation into Chapman University and Southern California.

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

  • Assistance in integrating effective, relevant, and innovative technologies into instruction.

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

  • Assistance in course development.

  • Assistance in solving teaching problems.

  • Assistance in developing teaching portfolios.

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

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 would serve to support newer faculty to achieve their goals and in which any faculty member at a professional transition point might seek expertise from colleagues. Please see The Chapman Helping Hand: A Faculty Mentoring Program below.

Director of IETL: Joel A. Colbert, Ed. D., (714) 744-7076, colbert@chapman.edu, Office: Memorial Hall 312

Assistant Director of IETL: Daniel Flynn, PhD, (714) 289-2079, flynn@chapman.edu, Office: Memorial Hall 313

One-on-one discussion/consultation/coaching available upon request.  Please contact Drs. Colbert or Flynn via contact information above.

+-News and Announcements

+-Recent Workshops

“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)

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.
  • 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. We expect to encourage our fellow members of the ad hoc committee as well as Faculty Senate leaders to participate as mentors. 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 as Word documents 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. Joel Colbert, 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 Joel Colbert, IETL Director

+-Members of IETL

Jennifer Bevan
Dr. Jennifer Bevan,
Associate Professor,
Health Communication M.S. Program, Core Faculty,
Wilkinson College of 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,
Assistant Professor,
Lawrence and Kristina Dodge College of Film and Media Arts,
Marisa Cianciarulo
Ms. Marisa S. Cianciarulo,
Director, Family Violence Clinic,
School of Law,
Joel Colbert
Dr. Joel A. Colbert,
Director of the Institute for Excellence in Teaching,
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,
Daniel Flynn
Dr. Daniel Flynn,
Assistant Director,
Institute for Excellence in Teaching
Office of the Chancellor
Chapman University
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,
Mary Litch
Dr. Mary Litch,
Adjunct Faculty,
Wilkinson College of Humanities and Social Sciences,
Department of Philosophy,
Roxanne Miller
Dr. Roxanne Greitz Miller,
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, Assistant Dean of Undergraduate Programs,
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,
Wendy Salmond
Dr. Wendy Salmond,
Wilkinson College of 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
Adrian Vajiac
Dr. Adrian Vajiac,
Associate Professor,
Schmid College of Science and Technology,
Mathematics and Computer Science,
School of Computational Sciences,
Jennifer Waldeck
Dr. Jennifer Waldeck,
Associate Professor,
Wilkinson College of Humanities and Social Sciences,
Department of Communication Studies,
Kimberly White-Smith
Dr. Kimberly A. White-Smith,
Associate Professor,
Assistant Dean of Teacher Education,
Director of Integrated Educational Studies,
College of Educational Studies,

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

+-IETL Affiliate Research

Answering the Question: Student Perceptions of Personalized Education and the Construct's Relationship to Learning Outcomes, by Jennifer H. Waldeck

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