Center for Excellence in Teaching and Learning

Kresge Library, Room 430
100 Library Drive
Rochester, Michigan 48309-4479
(location map)
(248) 370-2751
[email protected]

Two women seated at the end of a long row of tables with adults seated on both sides.

OU Teaching Initiatives

To fulfill our mission to "promote a university culture that values and promotes deep learning," CETL leads campus-wide teaching and learning initiatives by facilitating collaboration among administration, staff, faculty, and students. These OU Teaching Initiative pages includes a mission, team list, reports, and faculty resources.

Student Success Dashboard

Data-Informed Decisions Using the Student Success and Equity Dashboard 

Facilitated by the Center for Excellence in Teaching and Learning, the Office of Institutional Research, Assessment, and Data Analytics, and Academic Affairs. 


Join us and the 2023 training session graduates! We will share with one another the progress made on course and program changes based on our work in the Data-Driven Decisions series earlier this year on using the Student Success and Equity Dashboard. We will also discuss challenges you have encountered and overall share ideas for removing barriers and increasing support for students based on the Dashboard data.

  • Data-Informed Decisions Using the Student Success and Equity Dashboard
    Part 1: Monday, January 22, 12-1pm, 430R Kresge Library
    Part 2: Monday, January 29, 12-1pm, 430R Kresge Library

This is a two-part series program. Participants will have the opportunity to earn a certificate in "Data-Informed Decision-Making using the Student Success and Equity Dashboard." To qualify, attendance at both sessions is required, along with the completion of a guided plan to use course data for equitable outcomes. In the "Student Success and Equity Dashboard: Data-Driven Decision Workshop," we will delve into the process of analyzing course-level data, particularly concerning student success and equity gaps. We will discuss simple changes faculty can make to have a big impact. Then, together with CETL guidance, faculty will use a data-informed approach for planning and implementing their course to improve student outcomes.


Access the Student Success and Equity Dashboard eSpace for additional resources and activities related to this series.


The Student Success and Equity Dashboard is a powerful tool that will help us understand the diversity of our students, value their individual experiences and needs, and support their education and success. The Student Success and Equity Dashboard training series will engage participants in navigating the three sections of the dashboard platform. We will demonstrate how to access the dashboard, how to navigate within the dashboard, how to interpret the charts/graphics/tables, and how to find data definitions. 

With an overview of the three sections and a demo of each report, participants will be equipped with background to analyze the dashboard data. We will explore how to analyze course-level data on student success and equity gaps. We will discuss simple changes faculty can make to have a big impact. Then, together with CETL guidance, faculty will use a data-informed approach for planning and implementing their course to improve student outcomes.

For individual consultations and questions, reach out to Sarah Hosch ([email protected]). 

Digital Accessibility for Faculty
What Is Digital Accessibility, and How Does It Involve Faculty?
The Americans with Disabilities Act (ADA) “prohibits discrimination and guarantees that people with disabilities have the same opportunities as everyone else” [1]. Organizations comply with ADA by eliminating barriers, such as ramps and automatic doors, and providing accommodations to allow access for people with impairments. ADA compliance also applies to digital content, from websites and videos to slide presentations and documents from a word processor.

To ensure students with disabilities are “able to obtain the information as fully, equally and independently as a person without a disability[2],” faculty have an important role in producing computer-based instructional materials (websites, Moodle pages, videos, slides and documents) that meet ADA standards for web accessibility. These standards include, but are not limited to: closed captions and transcripts for videos, using software’s text formatting tools, sufficient color contrast, and descriptions for graphics and images. Implementing these standards into the material faculty create could better engage students with impairments and open more educational opportunities.

OU Digital Accessibility goes to the Teaching in Higher Ed Podcast. Christina Moore was a guest on this popular podcast in higher ed teaching. The 30-minute episode covers the basic of accessibility, with some practical places to get started and highlights of habit changes that have made the most impact.


Presentations at Your Department
CETL and e-LIS can bring the digital accessibility discussion to your department or school. Flexible format, from 15 minutes to our normal 90-minute format.

Digital Accessibility eSpace Workshop
CETL and e-LIS have created an online, self-paced version of our on-campus workshop on digital accessibility. We have made instructional videos that go through the basics of accessibility guidelines and how they relate to documents, presentations, videos, and other web media. Experience accessibility simulators, try helpful tools, explore guides, and check your knowledge.

Brickfield provides increased accessibility on Moodle. This tool helps increase the accessibility of all materials posted to Moodle by providing resources in multiple formats, fixing accessibility issues in some types of resources, and assessing the accessibility of resources. See the Brickfield guides for faculty and one for students in e-LIS’ Digital Accessibility  Help Library.

OU Resources

Simplified Guides to Accessible Instructional Materials

More Web Accessibility Resources

View additional digital accessibility resources.

Who Can Help?

The offices below can provide further advice and resources to faculty seeking to make their learning content as accessible as possible to students. For questions related to this webpage or additional questions, contact Christina Moore ( [email protected]), Dan Arnold ( [email protected]) or Nic Bongers ( [email protected]).
Office of Disability Support Services
Office of Disability Support Services (DSS) oversees compliance with ADA in all of its parameters, including the Faculty Notification Letters students distribute to instructors specifying accommodations needed for the student to succeed. DSS can provide guidance on individual class situations and how to work with students.
e-Learning and Instructional Support
e-Learning and Instructional Support (e-LIS) supports Moodle, offers workshops for using instructional technology, and facilitates faculty development programs for teaching online. e-LIS has created Help Docs specific for implementing ADA standards to digital content commonly used among faculty, such as Word docs, slide presentations and instructional videos. e-LIS and CETL offer ADA training sessions for faculty. Faculty can schedule one-on-one appointments with faculty help them check for web accessibility, as well as any other assistance with Moodle page development.
Classroom Support and Instructional Technical Services
Classroom Support and Instructional Technical Services (CSITS) supports technology equipment faculty find in their classroom and provides additional technology to faculty. CSITS can support faculty using assistive technology.
University Technology Services
University Technology Services - UTS is the main group leading ADA compliance efforts across campus. Theresa Rowe, along with her staff, can provide assistance to compliance efforts among schools, departments, and individual faculty.
Center for Excellence in Teaching and Learning
The Center for Excellence in Teaching and Learning (CETL) develops faculty development programs related to teaching and learning at Oakland University. CETL and e-LIS offer ADA training sessions for faculty. Faculty can schedule individual or department consultations regarding teaching and learning issues such as ADA compliance regarding instructional web content.

[1] United States Department of Justice Civil Rights Division. (n.d.) Information and technical assistance on the Americans with Disabilities Act. Retrieved from

[2] Definition of “accessible” based on settlement agreements from the US Department of Education, as cited by Oakland University’s Web and IT Accessibility Guidelines and Procedures.

[3] See Training section of the  Oakland University's Web and IT Accessibility Guidelines and Procedures
Evidence of Teaching Effectiveness

Evidence of Teaching Effectiveness Initiative: 2020 Update (September 2020)

The Provost’s Evidence of Teaching Effectiveness Initiative at Oakland University has been created to explore and examine best research-based practices for the evaluation of teaching (formative and summative). The goals of this long term project are to:

  • Task Force 1 – Redesigning “Course Evaluations” Develop recommendations using research-based practices in designing and implementing “Student End of Semester Surveys” (currently referred to most frequently as “Course Evaluations”) View list of task force representatives.
  • Task Force 2 – Designing Other Measurements for Teaching Effectiveness Develop recommendations for the use of multiple measures and triangulation of other evidence of teaching effectiveness for formative and summative evaluation. View list of Task Force 2 representatives.

Faculty Resources for on Evaluating Teaching Effectiveness

CETL's resources for faculty include articles, quick guides, podcast episodes, tools, activities and books.

Past Communications

Academic Integrity

Academic integrity” is “the commitment to act with honesty, trustworthiness, fairness, respect, responsibility and courage in all academic work” (International Center for Academic Integrity, 2013). These values guide the behavior of students, teachers and scholars as it relates to learning, teaching, research and scholarship.

Mission of the Academic Integrity Initiative

Oakland University is committed to promoting a culture that values and practices honesty, trustworthiness, fairness, respect, responsibility and courage in all academic work of all students, teachers and scholars.

The Academic Integrity Initiative at Oakland aims to provide:

  • Resources and support to help students, faculty and staff understand and demonstrate academic integrity
  • A forum and open conversation to promote a culture that values and commits to academic integrity across the campus
  • Resources of best practices to help address and reduce academic misconduct

See the Academic Integrity Initiative team list.

Academic Integrity, Plagiarism, and Cheating: Teaching Resources. Includes a variety of resources specific to and beyond Oakland University, from teaching tips and tutorials to books and podcasts.

Early Alert

The OU Early Alert System is designed to help Oakland University more equitably serve our students and to close graduation gaps, particularly for first generation, low income, and under-represented minority students. The system identifies five critical student goals and five faculty strategies to engage students.

Early Alert System