Center for the Enhancement of Teaching and Learning
Office of the Provost, University of Cincinnati-Main Campus
Profile submitted by Howard Jackson and Kathleen Koenig
Vision and Goals
The Center for the Enhancement of Teaching & Learning supports faculty as they seek to infuse UC classrooms with innovative and effective pedagogical approaches to maximize student learning by:
- promoting research-based best practices;
- providing consultations on the programmatic, curricular, course, and individual level;
- advancing university initiatives in student learning;
- supporting diversity and inclusion; and
- inspiring, invigorating, and empowering faculty dedicated to the success of their students.
Within the Center, the three assistant directors, a program manager, and two graduate teaching assistants report to the director. The Center (i.e. the Director) reports to the Vice Provost for Undergraduate Education in the Office of the Provost.
Are there advantages of being structured this way?
Are there particular challenges that result from this structure?
The Center is presently funded by the Office of the Provost and includes funds that are contractually designated for faculty development with minor funding from external grants.
How has this funding structure influenced the undergraduate STEM education programming the center offers?
This funding provides support of STEM education programming from institutionally provided funding as well as from external grant funding. As indicated below, this funding allows the center to be responsive to specific STEM needs.
What are the specific advantages of having a center funded in this way?
The core institutional funding has the specific advantage of "guaranteed" annual funding as well as the flexibility to try particular STEM initiatives.
What are the challenges?
The challenges are that funding may not be focused on STEM education programming.
Has this funding structure has changed over time?
The history reflects an evolution of the Center from initial funding for 2 graduate teaching assistant and a 50% FTE faculty member from end of the year discretionary funds. The first Director of the Center, a staff position, commenced in 2009, with both a director at 80% and an assistant director at 50% as well as physical space. The present staffing includes a director, three assistant directors, a program manager, and two graduate teaching assistants who are all centrally supported. This evolution reflects the increasing value that faculty and administration place on the Center and its activities.
Description of Programming
Successes and Impacts
Evaluation and Assessment
How does your center demonstrate its value, both in terms of assessing its own programming and responding to external evaluation?
The Center generates an annual report detailing its activities and programs along with faculty and graduate student participation. For instance, this year more than 2,100 individuals participated in the formal offerings of the Center in addition to ~100 separate individual consultations. Each program is assessed and evaluated. An external board, the Center Advisory Board, meeting once a semester, reviews these materials and offers both guidance and feedback.
Elements Contributing to Success
Essay: The Center and E-Learning - Howard Jackson, Center for the Enhancement of Teaching and Learning, University of Cincinnati-Main Campus
Essay: Measuring Impact of Professional Development - Kathleen Koenig, Center for the Enhancement of Teaching and Learning, University of Cincinnati-Main Campus