Center for Excellence in Teaching and Learning

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

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Faculty Development Institutes

What are Faculty Development Institutes (FDI)?
Faculty Development Institutes are sustained programs which run throughout the academic year and focus on developing a teaching strategy or approach. The cohort (10-15 members) meets approximately once a month with a coach/mentor. Times and dates will be decided by group members. The program provides an opportunity to learn new skills and strategies and then have time to develop, implement, reflect and revise them throughout the year.
What is the difference between a Learning Community and FDI?
In many ways they are similar; a FDI can be classified as a type of Learning Community. The decision of a participant to enroll in a FDI or a Learning Community is usually based on interest in the offered theme or topic. FDIs tend to be more structured with the fall focusing on concept and skill development and then the participants working on their own projects in the winter such as course redesigns or teaching related scholarship. Learning Communities tend to evolve as they progress based on the interests of the participants. FDIs are aimed for faculty where as LC are open to faculty, professional staff and graduate students. FDIs are facilitated by a CETL faculty member (Faculty Fellow or CETL Director) where as other Learning Communities are run by interested university faculty or academic professionals.

Current Faculty Development Institute

PASS! (Promoting All Student Success!) in STEM (Science, Technology, Engineering and Math)

Facilitator: Charlene Hayden,, CETL Faculty Fellow

Our goal is to facilitate STEM interdisciplinary discussions on perceived student barriers, ways we can improve student outcomes, and methods to support reducing equity gaps.
Participants in this yearlong FDI will:
  • Use institutional data to identify gaps in STEM student success.
  • Explore faculty and student perceptions of barriers to student success at OU.
  • Develop evidence-based strategies to target barriers and improve student success in your courses.
  • Collaborate with an interdepartmental team to recommend changes to teaching practices and institutional support