Center for Excellence in Teaching and Learning

Elliott Hall, Room 200A
275 Varner Drive
Rochester, Michigan 48309-4485
(location map)
(248) 370-2751
cetl@oakland.edu

Promoting Teaching & Learning

Scholarship of
Teaching & Learning

Scholarship of Teaching and Learning: CETL Guide

CETL Faculty Fellow Dana Driscoll began a Faculty Development Institute on the Scholarship of Teaching and Learning (SoTL) in 2013-2014, which brought a cohort of faculty together to investigate how to turn their teaching practices into scholarship. In order to cultivate a culture of scholarly teaching, Driscoll has developed this SoTL guide to support OU faculty and staff interested in producing SoTL work. For questions about resources and work in the Scholarship of Teaching and Learning at OU, contact us at cetl@oakland.edu.

Instructional
Fair

Oakland University's Instructional Fair

Wednesday, April 4, 2018  |  Banquet Room B

Each OU faculty presenter shared a teaching strategy, resource, or idea (print poster, digital presentation or interactive demonstration) and offers participants a one-page handout. View handouts below.

Browse the 2018 Instructional Fair Booklet. This includes handouts for all presentations featured at the event.

Download the 2017 Instructional Fair Booklet.

Download the 2015 Instructional Fair Booklet.
Download the 2013 Instructional Fair Booklet.

Students for
Excellence in Teaching

Register to Share Your Experiences in the OU Classroom

Just one hour, and food is on us.

Sessions are located in 200A Elliott Hall. Participation is limited to 22 so please register early.

Fall 2018

DateTimeRegistration Link
Wednesday, Oct. 1012:00–1:00 p.m.Register
Thursday, Nov. 295:30–6:30 p.m.Register

What do professors do to facilitate your learning?  What approaches, strategies, techniques work?  What engages you?  What would you like to see more of in your courses?  What helps?  What hinders?  What do you see as problems in classes?

The Director of the Center, Judy Ableser, would like to meet with students monthly to get your input. Students for Excellence in Teaching Forum (SET) is a time to hear about the wonderful approaches to teaching and learning that is occurring on campus and to hear and share concerns, suggestions, and recommendations for improvements. It is not a forum to talk about individual poor professors or courses (that is important, however, that should be addressed at the department level or through Student Services).

The Center for Excellence in Teaching and Learning (CETL) provides faculty support to enhance the quality of teaching excellence across campus. Although we are here to provide support to faculty, our main goal must be to support student learning, and therefore, our students are truly our significant stakeholders. We want to hear from you. Your voice is essential to our work.

Looking forward to hearing your voice! In addition, please feel free to contact me at ableser@oakland.edu.

Respectfully,
Judith Ableser, Director
Center for Excellence in Teaching and Learning

Teaching Excellence
Winners

2017 Teaching Excellence Award Winners 

Each year the Oakland University Senate Teaching and Learning Committee and the University Research Committee honor faculty whose teaching and research efforts have achieved singular praise or recognition. These individuals receive the Teaching Excellence Award, Research Excellence Award, New Investigator Research Excellence Award or Excellence in Teaching Award for their work.

The 2017 winners, John Krauss and Michelle Plattenberger, shared their insights on teaching on Wednesday, October 18. View Teaching Excellence Award winners recording.

 

Helena Rhia
 
Teaching Excellence Award
John Krauss
, Professor, Physical Therapy
Dr. Krauss has a long and distinguished history at Oakland University. Since 1996 John has taught the capstone orthopedic courses in the Physical Therapy Program as well as coordinated the nationally and internationally recognized orthopedic manual physical therapy graduate certificate program. John has taught extensively throughout Europe, with his educational work featured in the Swedish Manual Therapy Teachers Association and by the University of Zaragoza in Spain. John’s commitment to education has been recognized through the Michigan Physical Therapy Program through the awarding of the Outstanding Clinical Instructor of the Year Award in 1999 and the awarding of the Oakland University Teaching Excellence Award in 2017. In addition to his extensive teaching responsibilities, John remains clinically active working with interns, residents, and fellows from Oakland’s various professional and post professional programs. Dr. Krauss is board certified in orthopedics and is a credentialed clinical instructor through the American Physical Therapy Association.
  
Anthony Francis 
Excellence in Teaching Award
Michele Plattenberger
, Special Lecturer, Modern Languages and Literatures

Michele Plattenberger received her BS in Electrical and Systems Engineering and as well as a BA in Japanese Studies from Oakland University. She continued her studies at U of D Mercy where she completed her Masters in Engineering Management.

Working in the automotive industry, Michele spent most of her career with Ford Motor Company working in Japan. She began teaching Japanese at Oakland University upon her return from Japan in 2010 and continues to bring practical experience to the classroom. She knows the value of a foreign language in any field of work and is passionate about sharing her experiences with her students so they too can understand the value of learning a foreign language either as a career in some capacity or in parallel with any career of choice.

She often brings guest lecturers and Japanese foreign exchange students into the classroom to provide cultural lessons and further speaking opportunities with native speakers and is constantly on the lookout for new tools and opportunities to help students increase their language proficiency. Her students say she is "a teacher, a mentor, an inspiration and a friend and is one of the standout professors of our university."

 
Celebrating
OU Authors
CETL celebrates and recognizes the publications of OU Faculty in the area of teaching and learning in higher education. Below is a list of publications.  For those that are not available online come into the Center.  We have copies of all of the publications in our Center.

Share Your Teaching and Learning Publication

Submit your recent teaching and learning publication information to be included in the list below, or send this link to a colleague who has published in this area.
_________________________________________________________________________________________________

Ableser, J. (2012). Exemplary teaching practices across educational contexts (P–20+): Unifying principles and an ecological model for teaching for all to learn. Journal of Teaching and Learning, 8(2). Retrieved from http://ojs.uwindsor.ca/ojs/leddy/index.php/JTL/article/view/3133/pdf.

Ableser, J. (2011). Teaching for all to learn: Exemplary practices from preschool to graduate school. The Scholarship of Teaching, 22-26.

Arya, P., Christ, T., & Chiu, M. M. (2015). Links between characteristics of collaborative peer video analysis events and literacy teachers’ outcomes. Journal of Technology and Teacher Education, 23(2), 159-183.

Arya, P., Christ, T., & Chiu, M. M. (2015). TAP (Teacher learning and application to pedagogy) through digital-video mediated reflections. In H. Gillow-Wiles & M. Niess (Eds.), Handbook of Research on Teacher Education in the Digital Age (pp. 334-356). Hershey, PA: IGI Global. Link to chapter

Arya, P., Christ, T., & Chiu, M. M. (2013). Facilitation and teacher behaviors: An analysis of literacy teachers’ video-case discussions. Journal of Teacher Education, 65(2), 111-127.

Arya, P., & Christ, T. (2013). An exploration of how professors' facilitation is related to literacy teachers' meaning construction process during video-case discussions. Journal of Reading Education, 39(1), 15-22.

Carver, C. L. & Klein, C.S. (2013, October). Action research: A tool for promoting faculty development and continuous improvement in leadership preparation. NCPEA International Journal of Educational Leadership Preparation, 8(2).

Christ, T., Arya, P., & Chiu, M. M. (2015). A three-pronged approach to video reflection: Preparing literacy teachers of the future. In E. Ortlieb, L. Shanahan, & M. McVee (Eds.), Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice. Bingley, UK: Emerald.

Christ, T., Arya, P., & Chiu, M. M. (2014). Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis. Teaching Education, DOI: 10.1080/10476210.2014.920001

Christ, T., & Wang, X. C. (2013). Exploring a community of practice model for professional development to address challenges to classroom practices in early childhood. Journal of Early Childhood Teacher Education, 34(4), 350-373.

Christ, T., Arya, P., & Chiu, M. M. (2012). Collaborative peer video analysis: Insights about literacy assessment & instruction. Journal of Literacy Research, 44, 171-199.

Christ, T., Arya, P., and Chui, M.M. (2012, March 29). Collaborative peer video analysis: Insights about literacy assessment and instruction. Journal of Literacy Research,  44(2). doi: 10.1177/1086296X12440429.

Coon, J. L. (2013). How other nations approach reading and writing. In A. S. Horning., E.W. Kraemer (Eds.) Reconnecting Reading & Writing. (pp. 55-68). Anderson, SC: Parlor Press. WAC Clearinghouse.

Dadashzadeh, M. (2010, Winter) Consuming web services: A Yahoo! newsfeed reader. Journal of Information Systems Education, 21(4).

Dadashzadeh, M. (2007). Specification and enforcement of semantic integrity constraints in Microsoft access. Journal of Information Systems Education, 18(4), 6.

Daniel, D. (2012, February). Teaching students how to research the past: Historians and librarians in the digital age. The History Teacher, 45(2). 261-282.

Driscoll, D. L. Connected, disconnected, or uncertain: Student attitudes about future writing contexts and perceptions of transfer from first year writing to the disciplines.

Estes, T. (2007). Constructing the syllabus: Devising a framework for helping students learn to think like historians. The History Teacher, 40(2). Retrieved from historycooperative.org

Folland, S. (2011). When America’s colleges don’t teach and students don’t learn: Two recent books reviewed [Review of the books Academically adrift and Higher education? How colleges are wasting our money and failing our kids—and what we can do about it]. Oakland Journal, (21).

Ganesan, S., Ding, X., & Rusek, A. (2016). Teaching real time system scheduling using low cost microprocessor board.

Hoag, M. (2013). Hearing “what might have been”: Using recomposition to foster music appreciation in the theory classroom. Journal of Music Theory Pedagogy, 27, 47-70.

Hoag, M. (2013). Seven strategies for enabling success in the first-year music theory sequence. Journal of Music Theory Pedagogy-Online. 1, 1-17.

Ingram, I., & Flumerfelt, S. (2009). Ethical development and diversity training for educational leaders. School Leadership Review, 4(2), 55-78.

Kahlen, F., Flumerfelt, S., Siribang-Manalang, A., & Alves, A. (2011). Benefits of lean teaching. Proceedings of the Annual International Mechanical Engineering Congress & Exposition, IMECE2011-63150, Denver, Colorado, USA. 1-7.

Loftus, S. (2015) Understanding integration in medical education. Medical Science Educator, 25, 357–360 Special edition on integration. doi:10.1007/s40670-015-0152-4.

Mathieson, K. (2016, Jan 23). Is scholarly teaching worth rewarding? Higher Education Revolution.

Michel, R. M. (2014). Finding the SurPriSe: A case study of a faculty learning community. Academic Leadership Journal in Student Research, 2.

Moore, C. (2016). The future of work: What Google shows us about the present and future of online collaboration. TechTrends, 60(3): May/June 2016. 233-244. doi: 10.1007/s11528-016-0044-5

Moore, C. (2016 June 6). Frame your feedback: Making peer review work in class. Faculty Focus. Retrieved from http://www.facultyfocus.com

Moore, C. and Arnold, D. (2018 June 11). Taking the class temperature: Cognitive and affective feedback. Faculty Focus. Retrieved from http://www.facultyfocus.com

Murphy, A. "Enhancing the motivation for good teaching with an improved system of evaluation.” Financial Practice and Education, 9(Fall/Winter 1999), 100-104.

Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.

Riha, H.  (2011, September 27). Online student forums with experts. Educause Quarterly, 34(3).

Riha, H., Berven D., Joseph, B.D., and Winford, D. (2010). Forums with experts as a way to teach sociolinguistics online. American Speech, 85(2). 238-250.

Rusek, A. & Ganesan, S. (2016). Teaching time domain reflectometry in EMC course.

Sidelinger, R. J., Bolen, D. M., Frisby, B. N., & McMullen, A. L. (2011). When instructors misbehave: An examination of student-to-student connectedness as a mediator in the college classroom. Communication Education, 60(3), 340-361.

Wendell, D. L., & Pickard, D. (2007). Teaching human genetics with mustard: Rapid cycling brassica rapa (fast plants type) as a model for human genetics in the classroom laboratory. CBE-Life Sciences Education, 6(2), 179-185.

Wiggins, J. (2001). Teaching for musical understanding McGraw-Hill Humanities/Social Sciences/Languages.

Wiggins, J. (2011). Vulnerability and agency in being and becoming a musician. Music Education Research, 13(4), 355-367.