Programs & Services

This self-paced Canvas course includes a series of resources, reflection questions, and exercises designed to engage participants in creating equitable spaces for learning and development. The course is open to open to anyone interested, including graduate students, faculty, postdocs, and staff. 

Read a teaching-focused book with the CTL and instructors across campus. Book clubs typically meet weekly and discuss the text as well as ways we can apply this understanding in our own classrooms and lives. Book clubs are open to open to anyone interested, including faculty, teaching professors, lecturers, graduate students, postdoctoral scholars, and staff. 

The Center for Teaching & Learning and ASSETT are pleased to announce a campus-wide Faculty Fellows program! During fall 2022, faculty fellows will attend a seminar and engage with a cohort of colleagues around teaching topics such as course design, active learning, inclusive teaching, teaching assessments, teaching with technology and other topics of interest. At the end of this seminar, fellows will propose a project to actively address identified teaching and learning challenge(s). Apply by May 15, 2022 for full consideration.

A classroom dialogue is a facilitated conversation within a CU class that provides an opportunity for participants to share their experiences and speak from their own perspectives while also challenging participants to understand why they hold a perspective. A dialogue is both an introspective and sharing process which allows differing viewpoints to be held side-by-side. The goal is for participants to gain a deeper understanding of their own and others’ perspectives on a course related topic or issue. A dialogue does not aim to persuade or push a certain perspective but to help participants understand varying viewpoints. The facilitator helps promote introspection and critical thinking about the perspectives participants hold. If you have any questions, or would like to learn more, please contact Pilar Sattler via email.

Schedule today!

CU Dialogues Program

CU Engage

Apply for a CTL Learning Assessment Micro-Grant to use assessment strategies and results for learning improvement in a course or set of courses.

The Center for Teaching & Learning offers two certificates and one credential in college teaching and future faculty development for graduate students on the CU Boulder campus. These certificates are open to graduate students and postdocs. 

During the academic year, the Inclusive Community of Practice (ICoP) provides a weekly meeting space and inclusivity network email list to share best practices and create new knowledge on topics related to diversity, inclusion, equity, social justice, and human interaction. 

Applications due June 30, 2022 for work to begin in Fall 2022

The large lecture course can be an efficient way to reach a large number of students, but there are widely known challenges to creating a meaningful experience for students and faculty alike. How do we engage students in their own learning when they are among hundreds in a lecture hall? How do we spark curiosity, critical thinking, and deep learning? Are there ways to create connections in a large classroom that support student success? 

The Innovating Large Courses Initiative is a new program focused on supporting academic units to create sustainable change for learning in large courses at CU Boulder. The initiative aims to improve student success in these courses through team-based efforts and cross-campus collaboration.

Large courses exist in a kind of ecosystem, wherein many people contribute. At the center are students and faculty, who are supported by Graduate Teaching Assistants (GTAs), graders, department staff and advisors, Learning Assistants (LAs), department and campus tutors, librarians, and an array of other learning support staff. Thus, at the center of the initiative is the department-based Course Team that will collaboratively work to identify and address the particular issues associated with student success in their respective course(s). 

Course Teams will be led by a faculty team manager. Teams will work together for three years to plan and implement effective teaching strategies that support student learning; and identify and adopt course design practices that align instruction, assignments, learning activities, and assessments with course learning outcomes. The initiative will assist course teams to identify co-curricular and academic support strategies to address student learning needs outside of the classroom context.

Through the Lead Graduate Student Fellowship program (Lead Network), the CTL supports discipline-specific teacher training activities in seven schools and colleges and in over 45 graduate programs on the Boulder campus. 

CTL micro-credentials offer CU Boulder instructors opportunities to engage in sustained inquiry and skill-building around a teaching topic. Micro-credentials are open to tenured and tenure-track faculty, instructors of all levels, lecturers, postdoctoral scholars, graduate students, and teaching staff. 

During the academic year, the Online Pedagogy Community of Practice (OCoP) provides a monthly meeting space to share best practices and create new knowledge. 

Are you a graduate student or postdoctoral fellow pursuing a Future Faculty Development Certificate through the CTL? Are you just looking to find more networking opportunities across the state of Colorado? If so, then join faculty and staff from various universities for a chance to learn about a different post-secondary institution and practice for future job interviews. We will have 15 spaces each semester – first come, first served. 

This is a 7-session workshop series designed to expose you to the basic elements of course design.  Over the course of this workshop, you will design a course based on your current area of research interest.   This workshop series is open to MFAs, PhDs, and Post-docs from any academic discipline.  We will work slowly, one aspect of the course at a time, to allow you to fully develop your ideas and not detract unnecessarily from your research goals.  At the end of the workshop you will present your course to the group and design a full course syllabus.