Mid-semester course evaluations are a valuable resource for improving student learning, enhancing teaching effectiveness, and fostering a positive classroom learning environment. Unlike course evaluations completed at the end of the semester, feedback from students obtained at one or more times during the semester can lead to significant learning and teaching changes for both students and instructors while the course is still in progress.
CfLT Newsletter
The posts below are from the CfLT newsletter which includes curated, research-based digital resources to support ongoing faculty development and pedagogical engagement. As of August 2025, CfLT Director Karen Spierling oversees the content. Posts from July 2020-May 2025 were compiled by previous Director Lew Ludwig.
Classroom Observation and Formative Peer Review of Teaching
“Formative peer review of teaching is focused on the long-term enhancement of teaching and learning. Even when mandatory, the process should be primarily driven and guided by the faculty member’s personal goals, by feedback from students and/or colleagues, and/or by a desire to address problems in a specific course or academic context” (Smith, 2014).
Faculty development scholarship has addressed the different purposes, procedures, and responsibilities that distinguish formative from summative evaluation of teaching.
Mentoring
Chairs Frank Hassebrock (2015 Director, Center for Learning and Teaching) and Susan Garcia (Associate Provost) led a workshop on February 18, 2015 on Building An Effective Mentoring Network.
Early Career Faculty Learning Community
This learning community addresses the goals and interests of early-career faculty (second-year through the tenure-review year) as they continue to develop, practice, and evaluate their teaching methods and skills.
Classroom Teaching Observations
Individual faculty (non-tenured or tenured) may request that the director of the Center for Learning and Teaching observe one or more classroom meetings, followed by discussion and feedback.
Conversations and Consultations
The Center for Learning and Teaching is available for one-on-one conversations or consultations with individual faculty members at all stages of professional development and experience.
Tidbit – Play in the College Classroom in a Pandemic
This short piece from the Chronicle provides seven ways to lighten things up in class that are emotionally, academically, and pedagogically sound.
Tidbit – ’tis the Season of Recommendations
Tidbit 1 – ’tis the season of recommendations
Have students been asking for letters of recommendations? The Lisska Center has created this video to provide you with suggestions on writing letters of recommendation, including things to focus on and what to ask of students. To ensure you have the full picture, consider this recommendation letter check list which you can share with students.
Tech – Are Two Screens Better Than One?
Have access to two screens? In this video we see how to use the dual monitor feature in Zoom to see our entire class in one screen and our presentation in the other. There are also a few other nuggets including a more equitable class participation.
Looking for some more quick Zoom tips? Check out this list from Chaplain College which covers
-
- Ways to Use Chat as a “Side Channel” or “Back Channel”
-
- Ways to Use Chat to Encourage, Ensure, and Grade Participation
-
- Ways to Use Chat to Facilitate Classroom Logistics
Tech – Using Google Jamboards
Looking for a digital whiteboard where students can collaborate? Consider Google Jamboards. In this video, I show how to create these files as well as how to efficiently distribute the Jamboards to your students. I also share a few tips that can save you time and head off possible pit falls.